Key words Global citizenship, Teacher education, World education, Students, Development education.

Although the concept of ‘education for global citizenship’ is being used with increasing frequency and confidence both in the literature and in public debate (see, for example, Qualifications, Curriculum and Assessment Authority for Wales, 2002) the concept itself remains quite fluid and inclusive, drawing on diverse roots in the world studies movement, citizenship education, notions of global citizenship, and programmes of personal, social and moral education. Historically, education for global citizenship in the United Kingdom was stimulated in the 1970s and 1980s by the world studies movement as reflected in the work of Richardson (1976) and Fisher and Hicks (1985). Fisher and Hicks (1985, p. defined world studies as ’studies which promote the knowledge, attitudes and skills that are relevant to living responsibly in a multi-cultural and interdependent world’. Their notion of world studies included studying cultures and countries other than one’s own (and the ways in which they are different from and similar to one’s own), major issues which face different countries and cultures (for example, those to do with peace and conflict, development, human rights and the environment), and the ways in which everyday life and experience affect, and are affected by, the wider world.

In the first major evaluation of world studies, conducted among over 200 teachers, Steiner (1992) found that teachers were quite selective regarding the aspects of the world studies curriculum which they included in their classroom practice. They were happy to incorporate teaching relating to the environment or to other cultures, but tended to ignore more complex global issues. Steiner (1992, p. 9) concluded that:

Most teachers concentrate on the self-esteem building, interpersonal and cooperative element of the world studies approach. They also engage in work that questions stereotypes such as racism or sexism. The environment, local or ‘rain forest’, is a common theme. Global issues, such as those to do with the injustice inherent in the current systems of the global economy, or highlighting the cultural achievements and self-sufficiency of Southern societies . . . receive far less attention.

The 1988 Education Reform Act and the introduction of the National Curriculum in 1988 have been seen by many as a significant setback to education for global citizenship. For example, in Voices for Democracy, Harber (1998, p. 3) speaks of ‘the introduction of the National Curriculum removing all direct and explicit study of contemporary society’. Holden (2000, p. 77) describes the National Curriculum as the place ‘where for the first time teachers were required to teach a specified body of knowledge in ten traditional subject areas with a largely Anglo-centric focus’. Several research studies conducted during the early 1990s, however, indicated that many teachers continued to employ active learning approaches to ensure that a global perspective underpinned their work (Epstein, 1993; Vulliamy and Webb, 1993).

A more favourable environment for education for global citizenship was established by the White Paper Excellence in Schools. Following this White Paper, the Advisory Group on Citizenship (1998) published its report under the title Education for Citizenship and the Teaching of Democracy in Schools. The introduction of citizenship, from September 2002, as part of the statutory National Curriculum in England at Key Stages 3 and 4 is intended to give pupils the knowledge, skills and understanding to play an effective role in society at local, national and international levels. They are to learn about fairness, social justice, respect for democracy and diversity at school, local, national and global level (Qualifications and Curriculum Authority, 1999).

The Qualifications, Curriculum and Assessment Authority for Wales (2000, p. 2) argued that:

The National Assembly for Wales recognises the role of PSE in empowering pupils to be active, informed and responsible citizens aware of their rights and committed to the practice of participative democracy and the challenges of being a citizen of Wales and the world.

As well as having a clear place in citizenship and in personal and social education, education for global citizenship may also pervade the whole curriculum. For example, Elliott (2000) provides an analysis of the explicit development education application within the National Curriculum and religious education, paying individual attention to geography, history, Welsh, English, science, music, modern foreign languages, information technology and religious education. According to Elliott (2000), geography is the subject area with the greatest overt development education content.

What is Multicultural Education?

Multicultural education is more than celebrating Cinco de Mayo with tacos and piatas or reading the latest biography of Martin Luther King Jr. It is an educational movement built on basic American values such as freedom, justice, opportunity, and equality. It is a set of strategies aimed to address the diverse challenges experienced by rapidly changing U.S. demographics. And it is a beginning step to shifting the balance of power and privilege within the education system.

The goals of multicultural education include:

• Creating a safe, accepting and successful learning environment for all
• Increasing awareness of global issues
• Strengthening cultural consciousness
• Strengthening intercultural awareness
• Teaching students that there are multiple historical perspectives
• Encouraging critical thinking
• Preventing prejudice and discrimination

Advantages of Multicultural Education

According to the National Association for Multicultural Education (NAME), multicultural education:

• Helps students develop positive self-image.
• Offers students an equitable educational opportunity.
• Allows multiple perspectives and ways of thinking.
• Combats stereotypes and prejudicial behavior.
• Teaches students to critique society in the interest of social justice.

Road Blocks to Implementing Multicultural Education
Contrary to popular belief, multicultural education is more than cultural awareness, but rather an initiative to encompass all under-represented groups (people of color, women, people with disabilities, etc) and to ensure curriculum and content including such groups is accurate and complete.

Unfortunately, multicultural education is not as easy as a yearly heritage celebration or supplemental unit here and there. Rather, it requires schools to reform traditional curriculum.

Too often, students are misinformed and misguided. Not all textbooks present historical content fully and accurately. For instance, Christopher Columbus is celebrated as the American hero who discovered America. This take on history completely ignores the pre-European history of Native Americans and the devastation that colonization had on them. Some history books are being revised, but often, its much easier to teach that In 1492, Columbus sailed the ocean blue.

Most curriculums also focus more on North America and Europe than any other region. Most students have learned about genocide through stories of the Holocaust, but do they know that hundreds of thousands of people are being killed in places like Darfur and Rwanda? Despite our close proximity to Latin America, American schools typically spend little time reading Latin American literature or learning about the culture and history?

Thus, multicultural education is most successful when implemented as a schoolwide approach with reconstruction of not only curriculum, but also organizational and institutional policy.

Unfortunately most educational institutions are not prepared to implement multicultural education in their classrooms. Multicultural education requires a staff that is not only diverse, but also culturally competent. Educators must be aware, responsive and embracing of the diverse beliefs, perspectives and experiences. They must also be willing and ready to address issues of controversy. These issues include, but are not limited to, racism, sexism, religious intolerance, classism, ageism, etc.

What You Can Do in Your Classroom

Just because were facing an uphill battle doesnt mean we shouldn’t take those first steps. To integrate multicultural education in your classroom and your school, you can:

• Integrate a diverse reading list that demonstrates the universal human experience across cultures
• Encourage community participation and social activism
• Go beyond the textbook
• By supplementing your curriculum with current events and news stories outside the textbook, you can draw parallels between the distant experiences of the past and the world today.
• Creating multicultural projects that require students to choose a background outside of their own
• Suggest that your school host an in-service professional development on multi-cultural education in the classroom

Favorite Lessons in Multicultural Education

Analyze issues of racism through pop culture.

Example: Study the affects of WWII for Japanese Americans through political cartoons, movies, photography, etc.

Analyze issues of socioeconomic class through planning and development.

Example: Design a development project with solutions to the needs of those living in poverty stricken communities.

Analyze issues of sexism through media.

Example: Make a scrapbook of stereotypical portrayals of both men and women. Compare both positive and negative stereotypes and determine the struggles they face as a result of these stereotypes.

Being the thorough couple that they are, they have already started doing their homework and they are quickly becoming aware that home schooling is a commitment. One that you only need to make one year at a time, but a commitment nonetheless. Home schooling is an amazing way to take control of your child’s education, especially if your child has a non-traditional learning style, is gifted, has special needs or even has a behavioral disorder. But that is not the only reason why you may want to home school your child. Of the thousands of children that are home schooled today, many of their parents (like my friends) are simply not happy with the education (both academic and non-academic) that the local school system is providing their children with.

So here are a few things you might want to consider before you take the first step:

Count The Cost
With most quality (and I emphasize the word quality) home schooling programs, there is a significant time commitment to made. As with any teacher, lessons plans need to be prepared, papers need to be graded, projects planned and field trips organized. Some programs are DVD based while others are internet based, however, you the parent will still need to set aside time to be “the teacher”.

Teaching Skills
You don’t have to be a teacher to home school your children. If you can read and write and communicate effectively, your children will learn. There are some extremely good curriculum programs with excellent teaching materials that will help you to both plan and teach. If you come across some really difficult topics or subjects, there is always the option of hiring a tutor.

Financial Costs
While homeschooling itself need not be expensive (some programs can cost as little as $200 a year) the opportunity cost of not being at work could challenge your family’s finances. Usually one parent will home school the children while the other works at home with the children.
This might require some sacrifice if the family is used to having two incomes.

Socialization
Homeschooling is a great way of having more control of who your child associates with. There is a less of a chance of meeting unsavoury characters that otherwise might be lurking in the school hallways. On the other hand it will require that you make an extra effort to ensure that your child still gets together with other children, preferably his/her age group.

Does Your Child Want To Be Home Schooled?
Some parents make the fatal mistake of assuming that their child wants to be taught at home – when in fact they don’t. There is nothing more frustrating than trying to teach a child who has made up their mind NOT to learn! Please take the time to speak to your child to make sure that they are willing to be a part of a homeschooling program.

Consider Your Approach
Which approach to homeschooling will work best for you? School at Home, Montessori, Classical homeschooling, Waldorf Method, there are many different approaches to teaching your children at home. You need to choose which approach will work with your child’s learning style, your schedule and your academic goals, Multiple Intelligences, Unschooling, Unit Studies, relaxed homeschooling, etc.

Get Connected!
There are many support groups that can be broken down by state, county and city. Some may be more helpful than others, but getting connected is a very important aspect of teaching your children at home. People have been doing this for years, so take the time to learn from their experiences, don’t reinvent the wheel!

One Step At A Time
While all of the above may seem a little overwhelming, the key thing that you need to remember is that you only need to take a step at a time. Also, if you do make the decision to homeschool you children, remember that you only need to commit one year at a time and if it doesn’t work for you, simply choose another option that works for you and your family.

I hope that this works as a good foundation or launchpad if you are starting to think about homeschooling your child.