Social Justice Education, Globalization, and Teacher Education

Edited by:
Lydiah Nganga, University of Wyoming at Casper
John Kambutu, University of Wyoming at

A volume in the series: Teaching and Learning Social Studies. Editor(s): William B. Russell III, Ph.D., University of Central Florida.

Published 2015

The primary purpose of this book is to serve as a resource in teacher preparation programs. It is also intended to serve as an instructional resource in P‐12 education. The book will be especially useful in methods of teaching and foundational courses both at the elementary and secondary education levels. The book contains pertinent instructional topics, units and lessons in global education and social justice themes. The secondary purpose of this book is to serve as a resource for graduate students and researchers whose interest is global and social justice education.

This unique book provides for an interdisciplinary approach to teacher education. Additionally, this book is intended to create a deeper sense of relevancy to issues of curriculum in teacher education. Together, global educators and social justice educators can forge pedagogical content knowledge that bridges the gap between affirming one's own identity and maintaining unity with the whole, thus exemplifying a robust notion of social justice. Consequently, content in this book will help pre‐service teachers to gain confidence and deeper knowledge around issues of global interest, responsibilities and uncertainties associated with their role as teachers who will teach children within the intersection of local and international neighborhoods.

CONTENTS
Acknowledgements. Dedication. Preface. Theoretical Foundations of Global and Social Justice Education: An Introduction, Lydiah Nganga. Teaching Globalization – What are the Challenges for Teachers, Teacher Educators and Curriculum Makers, Graham Butt. Critical Teacher Education for Global Competence in Brazil, Malia Spofford Xavier. Contesting Institutional Epistemologies of Diversity: The Shift to Global/Local Framework in Teacher Education, Amanda Richey and Leena Her. Global and social justice in teacher education: Using children’s literature, threaded discussions and other instructional strategies, Lydiah Nganga. Teaching Towards Social Justice Using Text Sets as Mirrors and Windows for Local, National and Global Issues, Renee Moran, Monica Billen & Karin Keith. Reading a Different Culture: The Use of International Children’s Literature in Teacher Education, Yukari Takimoto Amos and Janet A. Finke. Data, Maps and Critical Thinking: Exploring Global Issues through Student‐Created Cartograms, Peter William Moran. Early Lessons in an Introductory Technology Course: The Evolution of Teacher Candidates’ Conceptualization of Social Justice, Debby Shulsky and Jana Willis. Global Citizenship and The Convention on the Rights of the Child through Transformational Education, Lois McFadyen Christensen, Amanda Pendergrass, and Melissa Whetstone. Promoting Human Rights Education In Teacher Education: A Pedagogy For Social Justice, Juliet A. Schiller. Human Trafficking: Focusing the Pre‐Service Classroom on Social Justice, Karla Eidson. Class Activities for Understanding Self and Others in Local, National, and Global Contexts, Charise Pimentel and Kathleen Fite. Internationalizing Curricula in Teacher Education: Melding Old and New Ideas to Global Citizenship, Amy Roberts. Cultural immersion program prepares educators for globalization social justice teaching, John Kambutu. Cultural immersion exposes the positive and negative nature of globalization, Kathleen Nganga.