Which course to choose? : an analysis of the 'global perspective' found in Nova Scotia grade twelve Global History/Global Geography curriculum, and an examination of the students' rationales used to select these courses

Abstract

The challenge for edccating students in North America for a "global perspective" has become a mainstream concern during the last three decades as the general public has been made more aware of the unavoidable implications of global interdependence. Although few educators would argue against the necessity of including some aspect of a "global perspective" in the overall school curriculum, there tends to be a wide variety of conceptions on what "global education" should actually look like. The criteria for what constitutes a "global perspective" in education has been outlined in this study through a review of the history "global education" in North America and the current literature on the topic.

The Nova Scotia Department of Education has adopted two grade twelve courses as part of the initial stage of a "global education" program in their province. The curriculum guides for these courses, Global History and Global Geography, were analyzed in this study to determine to what degree the rationales, goals and major concepts they put forth constituted "global education" as defined by documented research.

These courses are also presented to be somewhat in competition with one another as students are being required to successfully complete one of the two in order to graduate. The rationale used by students in their decision to select one course over another is also examined in this study in the context of their past academic experiences in Social Studies at the senior high school level. This is done through a survey of 234 grade eleven students for whom either Global History or Global Geography will be a compulsory component of their graduation requirements.

This thesis provides students, teachers and parents with some evidence as to which course provides for the possibility of more of a "global perspective" being developed. It also outlines, for educators and school administrators, a set of predictors on which potential student enrollment in the two courses may be based.