Of the thousands of books about international education, the task force selected the following small handful of favorites recommended and annotated by teachers who use them often. These books highlight curriculum approaches or ways of organizing global studies.
Barber, B. R. Jihad vs. McWorld: How Globalism and Tribalism Are Reshaping the World. New York: Ballantine Books, 1996.
Jihad is the term this highly respected scholar uses to denote the increasing radicalism and conflict in the world, much of it intranational. McWorld is his term for the globalization reaching into every corner of the world. One may not agree with all of Barber’s views, but the book has been extremely popular for itscoverage of issues vital to our time. The book became an unintentional rationale and idea catalyst for international education.
Cha, Dia, and Norma Livo. Folk Stories of the Hmong, 1991. Also Teaching with Folk Stories of the Hmong: An Activity Book, 2000. Libraries Unlimited, Inc. PO Box 6633 Englewood, CO, (800) 155-6633
Both books are extremely useful and authentic. The first is a brief history of the Hmong people and their cultures, plus 27 folk tales. The second helps teachers construct activities around cultural and historical topics. Coauthor Dia Cha shares her experiences growing up in Laotian villages, escaping from communist soldiers, living in refugee camps in Thailand, and coming to the United States. Activities connect to themes such as farming and food, storytelling, writing and illustrating stories, and customs and symbols.
Collins, H.T., F.R. Czarra, and A.F. Smith. 1998.“Guidelines for Global and International Studies Education: Challenges, Cultures, and
Connections.” Social Education 62 (5): 311—17.
Though published in a social studies journal, this is one of the most comprehensive overviews of global perspectives in education and applies to all disciplines and grade levels. The book is a synthesis of the “best of ” writing on the topic over the past few decades, resulting in a thoughtful framework for curriculum content and objectives.
Cougan, John J., and Ray Derricott. Citizenship for the 21st Century: An International Perspective on Education. London: Kogan Page, 2000.
The book reports on the Citizenship Education Policy Study Project that surveyed 182 experts from Europe, Japan, North America, and Thailand about trends and global competencies needed for the new century. The report offers a broad and inspiring vision where schools can become model communities of “multidimensional citizens.”
Cushner, Kenneth, ed. International Perspectives on Intercultural Education. Mahwah, NJ: Lawrence Erlbaum, 1998.
Educators from 13 diverse countries discuss policy and approaches to multicultural education in their own nations.
Diaz, C.F., B.G. Massialas, and J.A. Xanthopoulos. Global Perspectives for Educators. Boston: Allyn and Bacon, 1999.
This book delves into the concept of global education and its relationship with other fields and offers a framework for world affairs and global perspectives, including a helpful categorization of educational objectives. Global Perspectives is very good in connecting to the curriculum, considering springboard materials, and offering instructional and assessment strategies. Provides a practical guide to addressing several global issues in considerable depth.
Friedman, T.L. The Lexus and the Olive Tree. New York: Anchor, 2000.
Friedman is a foreign affairs columnist for the New York Times and a popular talk show guest. He draws upon analogies to describe the phenomenon of globalization, but this book does a better job of providing colorful local/global anecdotes useful in discussions with students.
Hamilton, J. Entangling Alliances: How the Third World Shapes Our Lives. Cabin John, MD: Seven Locks Press, 1990.
One may have problems with the label “Third World,” but Hamilton’s book presents a wonderful array of examples highlighting global interdependence. From biodiversity to music and tourism to technology, the connections are clear and compelling. Helpful are recommendations for U.S. policy (good for classroom debate) and extensive endnotes (for further reading or student research).
Hanvey, R.G. “An Attainable Global Perspective.” In Next Steps in Global Education: A Handbook for Curriculum Development, edited by W.M. Knipp. New York: American Forum, 1987.
This book is recognized as one of the seminal works on global perspectives and used extensively in professional development programs for teachers–the seed from which many other works on the topic grew. Hanvey describes five main attributes of a truly global citizen and provides good rationale for helping students get there.
Hmong in America: We Sought Refuge Here. Appleton: League of Women Voters of Appleton. 1990.
Available from Social Studies Coordinator, Appleton Area School District, 120 E. Harris St., PO Box 2019, Appleton, WI 54913, (920) 832-6283.
Wisconsin ranks third in the United States for having large numbers of Hmong Americans. The Appleton school district was one of the first to put out curriculum materials that build on the rich history and customs of this new immigrant group. This activity book has been much-used and appreciated and is being joined by excellent frontline work by other districts.
Jarchow, E., R. Midkiff, and S. Pickert, eds.Practical Lessons to Promote a Global Perspective in Elementary Education. Washington, DC: American Association of Colleges for Teacher Education, 1998.
This book for elementary school teachers presents a rationale for developing a global perspective and provides sample lesson plans and a curriculum resource guide. It includes stories from one teacher’s global experiences and nine sample lessons written for elementary teachers.
Koltyk, Jo Ann. New Pioneers in the Heartland: Hmong Life in Wisconsin (Part of the New Immigrants Series, Nancy Foner, Series Editor). Boston: Allyn & Bacon, 1998.
Hmong refugees from Laos and their adaptation to life in Wisconsin, with special focus on families and their daily life routines, are subjects for this excellent work. As an anthropologist, Koltyk has good cross-cultural sensitivity, and writes in a lively and readable style.
Menzel, Peter. Material World: A Global Family Portrait. San Francisco: Sierra Club Books, 1994.
This remarkable book illustrates the material possessions of 30 families from around the globe. It puts a human face on the issues of population, environment, social justice, and consumption. Teachers like Wisconsin’s Medford Area Middle School social studies and science instructor Jeanine Staab have found it effective in helping young teens understand the profound differences in the distribution of wealth and resources on planet Earth. Staab uses it to introduce statistical interpretation skills, demographics, geography, and current events. Students learn, for example, that “population per physician” correlates with “infant mortality,” or they count and discuss the greater resources demanded to support lives of most northern hemisphere families.
Mundahl, John, ed. Tales of Courage, Tales of Dreams: A Multicultural Reader. Reading, MA: Addison-Wesley Publishing Company, 1993.
This is a collection of stories, poems, and folktales written for beginning and intermediate level students and ESL students. Various cultures and age groups, for example, Hmong teens, are represented under universal themes such as love, courage, dreams, and triumphs. Each section has reading and writing responses so it is easily assimilated into the existing curriculum.
Pike, Graham. “Global Education Viewed from around the World.”
Theory into Practice 39 (2).
In this journal seven diverse authors share their interpretations and perceptions of global education in Australia, Canada, Japan, Jordan, and the United Kingdom. Topics include “Global Education and National Identity,” “From World Studies to Global Citizenship,” “A Concern for Justice,” “The Importance of Ecological Thinking,” “Improving the Quality of Learning,” “Human Rights,” and “Experiences from Teaching Aboriginal Students.”
Pike, Graham, and David Selby. In the Global Classroom, Vol. I (1999) and Vol. II (2000). Toronto: Pippin Publishing, (888) 889-0001
Two theme-based collections of practical, reproducible classroom activities across many disciplines and grade levels. Selby and Pike are two of Canada’s most well known global educators. Volume I activities focus on personal and world awareness, and Volume II on peace and social justice activities. Introduction is clear and inspiring and gives teachers a solid framework in which to place and integrate the activities.
Reagan, Timothy. Non-Western Educational Traditions: Alternative Approaches to Education, Thought and Practice. Mahwah, NJ: Lawrence Erlbaum, 1996.
The author explores various non-Western cultural and historical educational traditions as a means to inform our own educational efforts.
Ross Rall, Dorothy. Bridges to International Understanding: A Handbook for American Teachers and for International Guests in Their Classrooms. 2d ed. East Lansing: Office of International Education Exchange, Michigan State University, 1994.
This small handbook, dog-eared in many teacher’s classrooms from years of use, has become a classic in helping teachers make the international guest an integral part of any K—12 classroom, regardless of the subject matter.
Tye, K.A., and B. Tye. Global Education: A Study of School Change. Orange, CA: Interdependence Press, 1992. email: Interdependencep@earthlink.net
An in-depth analysis of the successes and failures experienced by a network of 13 schools as they went about the task of infusing a global perspective into their curricula. For reading about practical strategies and applications, partnerships, professional development, benefits, and obstacles, it doesn’t get much better than this.
Tye, K.A., and B. Tye. Global Education: A Worldwide Movement. Orange, CA: Interdependence Press, 1999. email: Interdependencep@earthlink.net
A very readable report on the findings of a study of global education practices in the elementary and secondary schools in 52 countries in various parts of the world, this book includes chapters on definitions, curriculum content, teaching methods, teacher education, barriers to implementation, and the uses of technology and other new initiatives. Foreword by Oscar Arias, winner of the 1987 Nobel Peace Prize.
Uchida, D., M. Cetron, and F. McKenzie. Preparing Students for the 21st Century. Arlington, VA: American Association of School Administrators, 1996.
This book should help spark global motivation and vision in school administrators and school board members. Covered succinctly are issues of culture, diversity, foreign languages, geography, global economics, and world affairs. Reinforcement for the strategy overall is provided by research findings and quotations from leading educators. Includes attention to parents, communities, and business partners.
Wilson, Angene. The Meaning of International Experience for Schools. Westport, CT: Praeger Publishers, 1993.
As Wilson says, “The concepts of perspective and common humanity are foundation stones for this book,” which is a collection of case studies of global, worldviews approaches to education. Insight is shared on the topics of international student visitors in the classroom, of an international studies academy, and about how to take full advantage of experiences abroad. This is one of the best books available for those interested in embracing the world for the sake of self and student learning.
Zaniewski, Kazimierz, and Carol J. Rosen. The Atlas of Ethnic Diversity in Wisconsin. Madison: University of Wisconsin Press, 1998.
An authoritative resource with clearly drawn, colorful maps to show where Wisconsin’s pluralistic population lives now and originated from. Based on the 1990
U.S. Census.
For questions about this information, contact Gerhard Fischer (608) 267-9265
Last updated on 2/25/2008 1:42:45 PM
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