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International Education

Increasing global social, economic, and cultural pressures are contributing to the need to rethink the objectives of international education, the current educational system to implement them, and how changes may be achieved.

What is international education? Also called international studies or global education, it is interdisciplinary by nature and covers studies of aspects of different societies, including culture, language, and economic and political systems. International education can also deal with the interdependency of nations and the interconnectedness of world regions, events, and peoples. The focus can be on a single nation, comparisons of two or more nations, or an entire region. Less commonly, international education is used to refer to comparative education, that is, the study of different educational systems and their contexts or to the study of the education of international students. In this entry, international education will refer to international studies or global education in K–16 curricula in the United States.

Mounting evidence indicates that students in the United States lack basic knowledge of the world outside their country and are dangerously uninformed about international matters. The traditional subjectcentered school curricula appear to be failing to produce an informed citizenry with international awareness. Traditional education has also tended to deemphasize or ignore the role of nondominant groups such as ethnic minorities, women, and working-class people. Similarly, traditional international education curricula have marginalized knowledge of Latin America, Africa, and Asia. Teaching about these countries has been considered insignificant or even adverse to U.S. interests.

A Changing World and the Need for Improving International Education

There are several factors contributing to the need for better international education. Globalization is one trend. In 2001, the National Council for the Social Studies (NCSS) stated, “The human experience is an increasingly globalized phenomenon in which people are constantly being influenced by transnational, cross-cultural, multicultural and multiethnic interactions.” Globalization refers both to “the compression of the world and to the intensification of the consciousness of the world as a whole.” Globalization has been driven by advances in digital technologies, communications (including the Internet), and industrial technologies, producing efficient communication and transportation systems. The interchanges of local, regional, national, and international economies make possible the worldwide flow of goods, capital, information, and people. An international labor market has become not only possible but inevitable. Globalization increases the likelihood for cultural, political, technological, diplomatic, and military interactions, both positive and negative. These interactions expand people's consciousness of being part of a greater humanity and of sharing a common ecosystem. As we increasingly live in a more globalized environment, our nation's economic prosperity and future security will depend on a labor force that has international knowledge and skills.

Although scholars agree that globalization is a reality, there is a wide range of opinion on what effect it is having on societies. Some see it as a process of standardization, generating increasing homogeneity between cultures and blurring distinctions between national, regional, and local communities. It can also be seen as a stimulus for differentiation and heterogeneity through increased hybridization. And political perspectives on globalization include viewing it as a new form of imperialism, or perhaps an economic means to democratization. Whichever perspective one holds, it is clear that the implications of globalization for the future are still uncertain and promise further debate.

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