Critical Global Perspectives
Rethinking Knowledge about Global Societies
Binaya Subedi, The Ohio State University
A volume in the series: Research in Social Education. Editor(s): Brad M. Maguth, The University of Akron. Merry M. Merryfield, The Ohio State University.
The primary purpose of this book is to invite educators to (re)think what it means to critically conceptualize knowledge about the world. In other words, imagining curriculum in a critical way means decolonizing mainstream knowledge about global societies. Such an approach re-evaluates how we have come to know the world and asks us to consider the socio-political context in which we have come to understand what constitutes an ethical global imagination. A critical reading of the world calls for the need to examine alternative ways of knowing and teaching about the world: a pedagogy that recognizes how diverse subjects have come to view the world. A critical question this book raises is: What are the radical ways of re-conceptualizing curriculum knowledge about global societies so that we can become accountable to the different ways people have come to experience the world? Another question the book raises is: how do we engage with complexities surrounding social differences such as gender, race, ethnicity, religion, etc., in the global contexts? Analyzing global issues and events through the prism of social difference opens up spaces to advocate a transformative framework for a global education curriculum. Transformative in the sense that such a curriculum asks students to challenge stereotypes and engages students in advocating changes within local/global contexts.
A critical global perspective advocates the value of going beyond the nation-state centered approach to teaching about topics such as history, politics, culture, etc. It calls for the need to develop curriculum that accounts for transnational formations: an intervention that asks us to go beyond issues that are confined within national borders. Such a practice recognizes the complicated ways the local is connected to the global and vice versa and cautions against creating a hierarchy between national and global issues. It also suggests the need to critically examine the pitfalls of forming dichotomies between the local (or the national) and the global or the center and the periphery.
1 Introduction: Reading the World Through Critical Global Perspectives, Binaya Subedi. 2 [How] Do We Teach about Women of the World in Teacher Education? Margaret Smith Crocco. 3 “Ickity-Ackity Open Sesame”: Learning about the Middle East in Images, Özlem Sensoy. 4 Power, Space, and Geographies of Difference: Mapping the World with a Critical Global Perspective, Todd W. Kenreich. 5 Deconstructing Euro-Centric Myths about Muslim Women: Reflections of a Saudi Educator, Amani Hamdan. 6 The Curriculum of Globalization: Considerations for International and Global Education in the 21st Century, John P. Myers. 7 Teacher Preparation for Global Perspectives Pedagogy, Omiunota N. Ukpokodu. 8 Seeking a Curricular Soul: Moving Global Education into Space/Place with Intimacy, and Toward Aesthetic Experience, William Gaudelli. 9 Education for a Global Era: Reflections of an Asian Teacher Education Faculty, Guichun Zong. 10 Unlearning the Silence in the Curriculum: Sikh Histories and Post-9/11 Experiences, Rita Verma. 11 Travel Dialogues of/to the Other: Complicating Identities and Global Pedagogy, Sharon Subreenduth
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