Global education movement : implications for education in Nova Scotia

Abstract

Although concern for global matters is rising in educational circles, global education still remains a vague concept. There are no readily available comprehensive definitions, descriptions, or analysis of what global education is, why it is important, what it seeks to accomplish, how it differs from traditional studies, and how the content scope and sequence fits in the overall curriculum.

The gap between curricular planners and teachers in terms of these issues, and as tested by the hypothesis central to this study, is as wide as the gap between the students and their teachers in attitude, knowledge, and interest in global-oriented courses such as Global History and Global Geography. Therefore, in addition to examining and analyzing the aforementioned problematic issues in global education, this thesis provides a set of useful definitions and perceptions on the innovation itself and recommends changes needed to facilitate successful implementation of global-minded programs in our school system. (Abstract shortened by UMI.)