Globalization and Classroom Practice: Insights on Learning about the World in Swedish and Australian Schools
Globalization and global education implies changes to practices at the classroom level to adapt to new imperatives associated with technology use and awareness, and environmental sustainability. It also implies much more. It implies that teachers apply their classroom pedagogy to take account of stu...
| Main Authors: | , |
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| Format: | Article |
| Language: | Danish |
| Published: |
Karlstads Universitet
2013-08-01
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| Series: | Nordidactica: Journal of Humanities and Social Science Education |
| Subjects: | |
| Online Access: | http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27728 |
| _version_ | 1818386129268768768 |
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| author | Ruth Reynolds Monika Vinterek |
| author_facet | Ruth Reynolds Monika Vinterek |
| author_sort | Ruth Reynolds |
| collection | DOAJ |
| description | Globalization and global education implies changes to practices at the classroom level to adapt to new imperatives associated with technology use and awareness, and environmental sustainability. It also implies much more. It implies that teachers apply their classroom pedagogy to take account of students’ new found global understandings of which they, and the school community, is largely unaware. This article addresses and discuses three key consequences of globalization for classrooms worldwide; an increased diversity of experience of the students within the classroom, an increased competitiveness of educational outcomes between national states and subsequently some standardisation of curriculum across nations to enable this, and an increased emphasis on teaching skills and values associated with intercultural understanding. Young children’s map knowledge and their resultant, and associated, interpretations of the world from a comparative study a from Swedish and Australian primary classrooms is used as examples of some of these implications of the impact of ‘global culture’ and ‘global issues’ on current and future classroom practice. |
| first_indexed | 2024-12-14T03:49:08Z |
| format | Article |
| id | doaj.art-4d44d174b2804ec0b8b5a9e5cf4952c1 |
| institution | Directory Open Access Journal |
| issn | 2000-9879 |
| language | Danish |
| last_indexed | 2024-12-14T03:49:08Z |
| publishDate | 2013-08-01 |
| publisher | Karlstads Universitet |
| record_format | Article |
| series | Nordidactica: Journal of Humanities and Social Science Education |
| spelling | doaj.art-4d44d174b2804ec0b8b5a9e5cf4952c12022-12-21T23:18:16ZdanKarlstads UniversitetNordidactica: Journal of Humanities and Social Science Education2000-98792013-08-0120132013:1104130Globalization and Classroom Practice: Insights on Learning about the World in Swedish and Australian SchoolsRuth ReynoldsMonika VinterekGlobalization and global education implies changes to practices at the classroom level to adapt to new imperatives associated with technology use and awareness, and environmental sustainability. It also implies much more. It implies that teachers apply their classroom pedagogy to take account of students’ new found global understandings of which they, and the school community, is largely unaware. This article addresses and discuses three key consequences of globalization for classrooms worldwide; an increased diversity of experience of the students within the classroom, an increased competitiveness of educational outcomes between national states and subsequently some standardisation of curriculum across nations to enable this, and an increased emphasis on teaching skills and values associated with intercultural understanding. Young children’s map knowledge and their resultant, and associated, interpretations of the world from a comparative study a from Swedish and Australian primary classrooms is used as examples of some of these implications of the impact of ‘global culture’ and ‘global issues’ on current and future classroom practice.http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27728 GLOBALIZATION IN CLASSROOMSMETHODOLOGY OF CLASSROOM RESEARCHINTERCULTURAL UNDERSTANDING IN TEACHINGGLOBAL EDUCATIONTEACHING GLOBAL EDUCATION |
| spellingShingle | Ruth Reynolds Monika Vinterek Globalization and Classroom Practice: Insights on Learning about the World in Swedish and Australian Schools Nordidactica: Journal of Humanities and Social Science Education GLOBALIZATION IN CLASSROOMS METHODOLOGY OF CLASSROOM RESEARCH INTERCULTURAL UNDERSTANDING IN TEACHING GLOBAL EDUCATION TEACHING GLOBAL EDUCATION |
| title | Globalization and Classroom Practice: Insights on Learning about the World in Swedish and Australian Schools |
| title_full | Globalization and Classroom Practice: Insights on Learning about the World in Swedish and Australian Schools |
| title_fullStr | Globalization and Classroom Practice: Insights on Learning about the World in Swedish and Australian Schools |
| title_full_unstemmed | Globalization and Classroom Practice: Insights on Learning about the World in Swedish and Australian Schools |
| title_short | Globalization and Classroom Practice: Insights on Learning about the World in Swedish and Australian Schools |
| title_sort | globalization and classroom practice insights on learning about the world in swedish and australian schools |
| topic | GLOBALIZATION IN CLASSROOMS METHODOLOGY OF CLASSROOM RESEARCH INTERCULTURAL UNDERSTANDING IN TEACHING GLOBAL EDUCATION TEACHING GLOBAL EDUCATION |
| url | http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-27728 |
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