|dc.description.abstract||The shared nature of many of the current concerns and opportunities of humanity,
from climate change to trade, pandemics to security, and governance to advancing
science, require that people across the world are educated to understand them, care
about them, and have the skills to address them collaboratively, from their
respective spheres of influence. Global education is the domain of scholarship and
of practice which focuses on developing such competencies. This field has a long
history, albeit one that comprises more small-scale successes than accounts of
large-scale educational transformations of educational institutions that succeed at
educating global citizens. A review of the theoretical scholarship, and of the literature on practice, suggests that there have not been sufficiently productive
interactions between those two domains.
At times when the nature of our global challenges underscores the urgency of
more effective skills for global understanding and collaboration, this book is an
attempt to bring closer together the worlds of scholarship and practice in global
education, proposing a conceptual approach to advancing it that addresses five core
dimensions of the process: cultural, psychological, professional, institutional, and
political. Relying on this theory, I then discuss an extensive body of research and
practice-oriented literature on global education, drawing out the implications to lead
global education programs.
My own involvement with the field of global education began serendipitously.
My early career involved me in carrying out research and policy analysis to advise
governments around the world on education policy. This interest in policy reform
then took me to the World Bank where I worked in the design of large-scale
programs of educational improvement.||spa