Social studies education (SSE) commonly uses copying pedagogies (e.g., simulations) to help students develop a deeper understanding of self, others, curriculum, and society. This article argues that simulations are eminently mimetic (i.e., a theoretical orientation concerned with understanding the entangled relationships between originals and…

We report a qualitative case study of interpretive activity inside the current wave of the "international education" movement in U.S. schools. We used a sociological framework to examine how competing interpretations are mobilized in relation to one another and to the urgent discourses of Globalization and Terror. Data were gathered in interviews…

Numerous theorists have identified a need for students to learn to solve global concerns in an increasingly interconnected world. The issue of immigration policy is one such concern. This study analyzed the texts of two programs teaching deliberation and U.S. immigration policy. The purpose of the study was to analyze instructional materials that…

Scholarship on globalization suggests that new forms of democratic citizenship and politics are emerging, yet the U.S. educational system remains resistant to global perspectives in the curriculum and continues to favor national identity and patriotism over learning about the world. A national approach to citizenship, which is the norm in U.S.…

Shows how a curriculum focusing on the concept of conflict was tied tightly to social studies and other subject area learning goals and woven around global as well as interpersonal problems. Presents analysis of descriptive vignettes selected to represent evidence of the curriculum process and content and students' developing understandings of…

This article discusses the history of nationalistic education, describes examples of it in Poland, Germany, France, Germany, Russia, and China, and examines selected requirements related to it in the United States. Several approaches for making nationalist education more relevant to a global society are presented. (Author/RM)

Reviews an evaluation of the "Family of Man" social studies program for elementary global education. Summarizes the rationale for the evaluation study, unique characteristics of the program, materials and treatment groups, assessment instruments, findings, and conclusions. (Author/AV)

A graduate course in global education increased teachers' global mindedness and provided them with a world order perspective. The teachers became less favorable toward the nationcentric perspective. At the same time, however, they continued to value their national identity. (Author/RM)

Stresses that the global education movement should be based upon a model of human responsibility. Suggests an experience-based model involving "man-in-dialogue" with all beings and all things; indicates its implications for man's relationship with his community; and identifies possible teaching approaches. (Author/AV)

Advocates combining fundamental ideas from the fields of geography and environmental sociology that contribute to the field of human ecology in order to form a suprastructure for the analysis of current issues that are critical to global well-being. Illustrates concepts in a flow-chart that results in a cohesive structure revealing interrelated…

Described are advantages and disadvantages of pragmatism and phenomenology for developing intercultural curricula for the social studies. The conclusion is that the two philosophies can and should be joined to make a holistic philosophy to undergird intercultural education. (Author/DB)

Examines historical roots of major trends of the New Social Studies--social sciences v social studies, inquiry, ethnic and global perspectives, and future studies. The major objective is to improve social studies by helping social studies classroom teachers become aware of and understand the contributions of these trends to their discipline. (DB)

Examines peace education at the elementary school level, stressing the need to include interpersonal and international relations when teaching peace. Suggests peace education can lead children to prosocial behavior. Sees peace as a positive of being. Urges the infusion of peace education throughout the elementary social studies curriculum. (CH)

Examines how an open classroom climate relates to effective global education. Looks at gender and race differences, and identifies attributes of open classrooms. Administers questionnaires to 202 students enrolled in an international studies program. Finds a moderate positive correlation between classroom climate and student political attitudes.…

Contends that social studies suffers from a lack of a clear and solid foundation. Maintains that the principles, content, and practices of democracy should be considered as the foundation for social studies education. (CFR)