This book is the outcome of a global study undertaken on behalf of the World Education Fellowship (WEF) in collaboration with UNESCO. It provides education policy makers with evidence to support programs that address the major challenges faced by education systems in the next decade. It contains case studies, and it expands on the work done by UNESCO’s International Commission on Education for the 21st Century (the Delors Report).

Education has long been viewed as a vehicle for building community. However, the critical role of education and schools for constructing community resistance is undermined by recent trends toward the centralization of educational policy-making (e.g. racial profiling new laws in the US—Arizona and Texas; No Child Left Behind and global racism), the normalization of “globalization” as a vehicle for the advancement of economic neo-liberalism and social hegemony, and the commodification of schooling in the service of corporate capitalism. Alternative visions of schooling are urgently needed to transform these dangerous trends so as to reconstruct public education as an emancipatory social project. Teaching for Global Community: Overcoming the Divide and Conquer Strategies of the Oppressor examines these issues among related others as a way to honor and re-examine Freirean principles and aim to take critical pedagogy in new directions for a new generation. The goal is to build upon past accomplishments of Paulo Freire’s work and critical pedagogy while moving beyond its historical limitations. This includes efforts that revisit and re-evaluate established topics in the field or take on new areas of contestation. Issues related to education, labor, and emancipation, broadly defined and from diverse geographical context, are addressed. The theoretical perspectives used to look at these emerge from critical pedagogy, critical race theory, critiques of globalization and neoliberalism, marxist and neo-marxist perspectives, social constructivism, comparative/international education, postmodernism indigenous perspectives, feminist theory, queer theory, poststructuralism, critical environmental studies, postcolonial studies, liberation theology, with a deep commitment to social justice.

How did the global community, both as an idea and as a reality, originate and develop over time? This text examines this concept by looking at the emergence, growth and activities of international organizations from the 19th century to the 21st. Akira Iriye, one of this country's most preeminent historians, proposes a significant rereading of the history of the past fifty years, suggesting that the central influence on the international scene in this period was not the Cold War, but rather a deepening web of international interactions. The first systematic study of international organizations by a historian, Global Community moves beyond the usual framework for studying international relations - politics, war, diplomacy, and other interstate affairs - as it traces the crucial role played by international organizations in determining the shape of the world today.

Economic growth and the creation of wealth have cut global poverty rates, yet vulnerability, inequality, exclusion and violence have escalated within and across societies throughout the world. Unsustainable patterns of economic production and consumption promote global warming, environmental degradation and an upsurge in natural disasters. Moreover, while we have strengthened international human rights frameworks over the past several decades, implementing and protecting these norms remains a challenge.These changes signal the emergence of a new global context for learning that has vital implications for education. Rethinking the purpose of education and the organization of learning has never been more urgent. This book is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity and shared responsibility for a sustainable future. It proposes that we consider education and knowledge as global common goods, in order to reconcile the purpose and organization of education as a collective societal endeavour in a complex world.

Globalization is widely accepted as being a defining process of our modern society. But to what extent do individuals think, feel or act in a way that takes account of the whole world? Do globalization processes really affect us in our everyday lives? And, if so, where are the boundaries between local and global society? This book investigates how local and global studies overlap and interact by examining how real, local lives function under global conditions. It begins by unravelling the most important concepts and debates in the field, opening them up to scrutiny and testing their assumptions through recent case studies and empirical material. The book goes on to examine the power of local forces in forming global processes and explores our attachment to local vs global identities, whilst asking if we can build on our local attachments to move towards a world society. From concerns about the international economy and growing global inequalities to worldwide fears of organized crime and terrorism, this insightful book suggests a new way of looking at the interaction of local and global transformations. Local Lives and Global Transformations gives student readers the knowledge and the encouragement to push the boundaries of their understanding of globalization. It is inspiring reading for all those studying and interested in globalization throughout the social sciences.

Globalization presents major challenges to scholars of history. Different variants of global history and world history compete with, and transform, more traditional approaches of national, regional, and local scope, accompanied by new forms of international and transcultural cooperation. However, as this book shows, these transnational trends in the historical discipline are not without precedent. Based on painstaking research, this volume reconstructs the history of the International Congresses of Historians from the first one in The Hague, 1898, to the nineteenth in Oslo, 2000. It also tells the story of the International Committee of the Historical Sciences, the world organization of historians, which was founded, with much American support, in 1926 and today includes 54 national committees and 28 affiliated international organizations from all parts of the world. Karl Dietrich Erdmann, former president of this organization, covered the story up to 1985. Wolfgang J. Mommsen continued it into the twenty-first century. This book traces and analyzes the changes of historians' problems, topics, and methods, as reflected at their International Congresses and in the work of their international organization. It describes the cleavages, debates, and forging of ties among historians from different parts of the world and ideological camps. It demonstrates how historians fought against academic nationalism-or succumbed to its seduction. It shows how the Cold War polarized the world of historians whereas the International Congresses offered a platform for bridging the gap. Since 1990, they have helped to redefine the relationship between historians from the West and from other parts of the world. The internationalization of the study of history is reaching a new quality. Karl Dietrich Erdmann+'s book was first published in German in 1987. It has been translated, updated, and edited for an international audience of the twenty-first century.