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Globalization and Classroom Practice: Insights on Learning about the World in Swedish and Australian Schools

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Author(s): Ruth Reynolds | Monika Vinterek

Journal: Nordidactica : Journal of Humanities and Social Science Education
ISSN 2000-9879

Volume: 2013;
Issue: 2013:1;
Start page: 104;
Date: 2013;
Original page

Keywords: GLOBALIZATION IN CLASSROOMS | METHODOLOGY OF CLASSROOM RESEARCH | INTERCULTURAL UNDERSTANDING IN TEACHING | GLOBAL EDUCATION | TEACHING GLOBAL EDUCATION

ABSTRACT
Globalization and global education implies changes to practices at the classroom level to adapt to new imperatives associated with technology use and awareness, and environmental sustainability. It also implies much more. It implies that teachers apply their classroom pedagogy to take account of students’ new found global understandings of which they, and the school community, is largely unaware. This article addresses and discuses three key consequences of globalization for classrooms worldwide; an increased diversity of experience of the students within the classroom, an increased competitiveness of educational outcomes between national states and subsequently some standardisation of curriculum across nations to enable this, and an increased emphasis on teaching skills and values associated with intercultural understanding. Young children’s map knowledge and their resultant, and associated, interpretations of the world from a comparative study a from Swedish and Australian primary classrooms is used as examples of some of these implications of the impact of ‘global culture’ and ‘global issues’ on current and future classroom practice.
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