Chapter Overview

This chapter takes as its starting point the reality that we live in an interconnected, interdependent, global society and that it is the responsibility of teachers and schools to prepare students to live productively in it.

Globalization has many meaning, but in this chapter it means actively introducing students to people and ideas from around the world; it means helping students learn to think in terms of whole systems (economic, political, social); and it means acquainting students with global issues that are certain to have an impact on their lives. Globalization should help students participate with other students from all over the planet in thinking through hard questions involving not only intercultural competence but also the ability to span all kinds of social as well as geographical boundaries.

When people encounter situations that induce or require them to behave in new and different ways for and extended period of time, there is a real possibility for long-term attitude and behavior change. If, for instance, school organizational structures can be modified so as to encourage or require intergroup interaction over an extended period of time, the likelihood that everyone may learn to regard themselves as tolerant, understanding, and able to get along with people increases. Government legislation that provides mandates for altering organizational structure on a national level is based on this idea. Official support and status for bilingualism in Canada or multilingualism in Switzerland are promising examples of this policy in action. Never believe, however, that mandates alone will do the job. What is required is persistent face-to-face activity and a good deal of trial and error!