Caught between Pedagogy and Politics: The Challenges of Teaching Globalization in the Twenty-First Century

Autor/in	Farber, Hannah
Titel	Caught between Pedagogy and Politics: The Challenges of Teaching Globalization in the Twenty-First Century
Quelle	In: History Teacher, 53 (2020) 3, S.409-439 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2745
Schlagwörter	Teaching Methods; Global Approach; History Instruction; Barriers; Popular Culture; Foreign Policy; European History; Brainstorming; News Reporting; Undergraduate Students + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Globales Denken; History lessons; Geschichtsunterricht; Popkultur; Außenpolitik; News report; Reportage
Abstract	In 2003, as the term "globalization" became ubiquitous in scholarship and popular culture, Peter N. Stearns urged readers of "The History Teacher" to address the concept in their pedagogy. Scholars and teachers took up the challenge, dedicating an immense amount of effort to debating, defining, and explaining the term "globalization." But the word refused to accept academic discipline. To the contrary, since Stearns wrote about it in these pages, globalization has found its way into an even greater number of conversations--about the rise of ethnonationalist movements, for example, or COVID-19--wherein it has come to convey an even wider variety of meanings. For history teachers, this poses a unique problem. It may be impossible to fully characterize fast-changing contemporary developments. In this article, the author offers a brief overview of globalization's twin journeys into popular discourse and academic scholarship over the past several decades. The author then takes a closer look at two of the most significant problems that teachers of globalization face today. The first, which might be called a "space problem," involves helping students visualize the shapes and spaces of globalization, defined broadly as increasing human interconnection. The second, which might be understood as a "time problem," involves demonstrating to students that globalization does not inevitably progress over time. The author considers these problems from the vantage point of her own teaching of the Atlantic World, an epoch of global interconnection, but a scholarly field built out of older histories of European imperial expansion, which bring their own baggage to the conversation. The main purpose in this article is to suggest how history teachers can conceptualize and organize their responses to the assumptions about globalization that students today bring to the study of history. (ERIC).
Anmerkungen	Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01