Abstract
The purpose of this paper is to explore the dominant positions in the debates on globalization in American social studies education. Specifically, the paper illustrates that, first, globalization is conceived of as more of an unprecedented new age and less of a historical development. Second, it is conceived of as more of a natural process and less as an ideological project. All in all, this paper argues that globalization should be approached as a historic and discursive condition in the field of social studies education. To do so, educators should include more skeptical perspectives and critical voices about globalization. Also, they need to approach the vocabulary used to frame globalization discursively, rather than as an objective fact. The paper contends that the different positions taken in the debates on globalization are part and parcel of the social imaginary of globalization. The paper has ramifications not only for American social studies education but also for related subjects such as civics and citizenship education elsewhere.
Original language | English |
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Pages (from-to) | 69-82 |
Number of pages | 14 |
Journal | Intercultural Education |
Volume | 22 |
Issue number | 1 |
DOIs | |
State | Published - Feb 2011 |
Keywords
- Discourse analysis
- Global education
- Globalization theory
- Social studies education
ASJC Scopus subject areas
- Cultural Studies
- Education