TABLE OF CONTENTS -- ACKNOWLEDGEMENTS -- INTRODUCTION: INTERPRETING GLOBAL EDUCATION -- Definitions -- Key themes and ideas -- REFERENCES -- SECTION 1: TEMPORAL AND SPATIAL VIEWS OF GLOBAL EDUCATION -- 1. RE-IMAGINING GLOBAL EDUCATION IN THENEOLIBERAL AGE: Challenges and Opportunities -- INTRODUCTION -- GLOBAL EDUCATION AND INTERNATIONAL EDUCATION: RESPONSES TO GLOBALISATION -- THE IMPACTS OF NEOLIBERALISM -- Global education -- International education -- RE-IMAGINING GLOBAL EDUCATION: THE NEED FOR PRAGMATIC ALTRUISM -- MAPPING THE MOTIVATIONS FOR GLOBAL AND INTERNATIONAL EDUCATION: AN ANALYTICAL MATRIX -- NOTES -- REFERENCES -- 2. ONE SIZE FITS ALL? GLOBAL EDUCATION FOR DIFFERENT EDUCATIONAL AUDIENCES -- INTRODUCTION -- METHODOLOGY -- EARLY CHILDHOOD -- SCHOOL BASED APPROACHES TO GLOBAL EDUCATION: SCHOOL TEACHERS -- SCHOOL BASED APPROACHES TO GLOBAL EDUCATION: THE CLASSROOM -- TEACHER EDUCATION AND GLOBAL EDUCATION -- GENERAL TERTIARY EDUCATION -- COMMUNITY -- CONCLUSION -- REFERENCES -- 3. GLOBAL PERSPECTIVES ON GLOBAL CITIZENSHIP -- INTRODUCTION -- METHODS -- SUMMARY OF CURRENT REVIEWS OF LITERATURE -- HIGHLIGHTED TENSIONS IN THE LITERATURE -- ESSENTIAL PROBLEM IN THE EXISITING LITERA -- INCLUDING GLOBAL PERSPECTIVES IN THE LITERATURE OF GLOBAL CITIZENSHIP -- A RESOLUTION TO THE TENSIONS OF GLOBAL CITIZENSHIP AND A WAY FORWARD -- REFERENCES -- SECTION 2: TELLING NATIONAL STORIES OF GLOBAL EDUCATION -- 4. THE SIGNIFICANCE OF SCHOOLING, TEACHING AND EDUCATION: A South African Perspective -- INTRODUCTION -- SOUTH AFRICAN EDUCATION SYSTEM MAKES UP FOR LOST TIME -- Teaching -- Schooling -- Education -- CONCLUSION -- REFERENCES -- 5. EDUCATING DIVERSE TEACHERS IN A DIVERSE COUNTRY: An Issue of Connectivity -- INTRODUCTION -- INDONESIA AS A DIVERSE COUNTRY -- PEOPLES' CONNECTIVITY IN INDONESIA -- ICT as a tool to enhance connectivity.

Border areas - Issues for connectivity -- DISTANCE EDUCATION AS AN INSTRUMENT TO CONNECT THE DIVERSE POPULATION TO QUALITY EDUCATION -- CONCLUSION -- REFERENCES -- 6. THE NEGLECT OF POLITICS AND POWER ANALYSIS IN DEVELOPMENT EDUCATION -- INTRODUCTION -- BRIEF HISTORY OF DEVELOPMENT EDUCATION IN IRELAND -- SOFT DEVELOPMENT EDUCATION EMPHASISES THE HUMAN AND SOCIAL ASPECTS -- LACK OF POLITICS LEADS TO DEVELOPMENT-AS-CHARITY AND INDIVIDUALISED ACTIVISM -- CONCLUSION -- NOTES -- REFERENCES -- 7. THE IMPLICATIONS FOR SECONDARY TEACHER TRAINING OF LARGE-SCALE POLISH IMMIGRATION INTO ENGLAND -- INTRODUCTION -- RESEARCH OBJECTIVES -- REVIEWING THE LITERATURE -- THE RATIONALE FOR GLOBAL EDUCATION -- GLOBAL EDUCATION IN THE UK -- TRAINING THE TEACHERS -- RESEARCH METHOD -- RESULTS -- DISCUSSION - BUILDING FOR THE FUTURE -- REFERENCES -- SECTION 3: EMPOWERING CITIZENS FOR GLOBAL EDUCATION -- 8. DEMOCRATISING SCHOOLS -- INTRODUCTION -- COLLECTIVE MIND IN SCHOOL ORGANISATION -- TEACHERS' 'SENSE MAKING' -- DEMOCRATISING SCHOOLS ASSISTS IN ENHANCING INSTITUTIONAL INTERDEPENDENCIES -- PARTNERSHIPS IN ACTION -- CONCLUSION -- REFERENCES -- 9. WHERE'S THE ACTION IN GLOBAL EDUCATION?: Employing Global Education for Lasting Change through Teacher Education -- INTRODUCTION -- RESEARCHING GLOBAL EDUCATION WITH A LARGE TEACHER EDUCATION COHORT -- WHERE'S THE ACTION? -- Examining syllabus support documents -- Survey data: What students see on Professional Experience -- Barriers to teaching global education on Professional Experience -- Our reflections as GE educators -- DISCUSSION -- REFERENCES -- 10. TEACHING WITH A VALUES STANCE FOR GLOBAL CITIZENSHIP: Integrating Children's Literature -- INTRODUCTION -- TEACHING WITH A VALUES STANCE -- LITERATURE AS A TOOL TO HELP CHILDREN ENGAGE WITH VALUES: THE TEACHER'S ROLE.

LITERATURE AS A TOOL TO HELP CHILDREN TO ENGAGE WITH VALUES: CLASSROOM STRATEGIES -- LITERATURE AS A TOOL TO HELP CHILDREN TO ENGAGE WITH VALUES: SOME EXAMPLES -- CONCLUSION -- REFERENCES -- SECTION 4: DECONSTRUCTING GLOBAL EDUCATION -- 11. SERVICE LEARNING AS POST-COLONIAL DISCOURSE: Active Global Citizenship -- DEFINING THE AREA OF STUDY -- Service-learning -- Postcolonial theory -- ISSUES IN GLOBAL EDUCATION AND SERVICE-LEARNING: DECONSTRUCTING GLOBAL CITIZENSHIP DISCOURSES IN CANADA AND THE UK -- TWO CASES: SERVICE-LEARNING AND THE PRODUCTION OF GLOBAL CITIZENS -- Canada: Local critical service learning with active global citizenship dimensions -- Active citizenship in a local context -- UK: Global partnerships as sites for mutual learning -- TENSIONS, CHALLENGES AND THE FUTURE OF SERVICE-LEARNING AS ACTIVE GLOBAL CITIZENSHIP -- NOTES -- REFERENCES -- 12. GOING GLOBAL -- WHAT IS GLOBALISATION? -- SCHOOLS AND GLOBALISATION -- THE DIGITAL LINE -- DEFINING CRITICAL LITERACY IN A GLOBAL CONTEXT -- GOING GLOBAL -- FOUR STEPS FOR GLOBAL CITIZENSHIP -- CONCLUSION -- REFERENCES -- SECTION 5: TRANSFORMING CURRICULA FOR GLOBAL EDUCATION -- 13. HISTORICAL CULTURE AND PEACE EDUCATION: Some Issues for History Teaching as a Means of Conflict Resolution -- INTRODUCTION -- APPROACHES TO HISTORY AS PEACE EDUCATION -- Compromising corrective narratives or embracing differences? -- Regret policy - Historical apologies, recognition, and inclusion -- CONCLUSIONS -- NOTES -- REFERENCES -- 14. THE DIGITAL STUDIO AS A GLOBAL EDUCATION SITE: Imaging to Examine Issues of Social Justice and Human Rights -- INTRODUCTION -- CREATIVE LEARNING PRACTICES IN THE DIGITAL STUDIO -- THE LEARNING CONTEXT -- CONCEPTUAL UNDERPINNINGS -- INHABITING THE PROBLEMATISED GLOBAL SPACE -- CONCLUSION -- ACKNOWLEDGEMENTS -- REFERENCES.

15. A GLOBAL CITIZENSHIP PERSPECTIVE THROUGH A SCHOOL CURRICULUM -- INTRODUCTION -- GLOBAL CITIZENSHIP: DEFINITIONS -- GLOBAL CITIZENSHIP AND THE SCHOOL CURRICULUM -- AUSTRALIAN CURRICULUM: CIVICS AND CITIZENSHIP -- Intention -- Curriculum organisation -- Curriculum content -- ACKNOWLEDGEMENT -- NOTE -- REFERENCES -- 16. IT TAKES A GLOBAL VILLAGE: Re-conceptualising Global Education within Current Frameworks of School and Curricula -- THE GLOBAL VILLAGE -- THE AUSTRALIAN CONTEXT -- PUSH AND PULL FACTORS -- DREAMS AND REALITIES -- INTENTIONS AND ENACTMENTS -- UNPACKING GLOBAL EDUCATION AND GLOBAL CITIZENSHIP -- CONCLUSION -- REFERENCES -- 17. EDUCATING FOR GLOBAL AND LOCAL PEACE: Emerging Visions, Hopeful Practices -- INTRODUCTION: CRISES, CONTRADICTIONS & TRANSFORMATIONS -- AN EMERGENT GLOBAL PEACE MOVEMENT & THE PRAXIS OF PEACE EDUCATION -- VISIONS AND POSSIBILITIES -- Footsteps toward a demilitarised -- Promoting a culture of human rights -- Toward economies of compassion and justice -- Active harmony and understanding among cultures -- Sharing and living in our one planet -- Journeying toward inner peace -- A CONCLUDING REFLECTION -- REFERENCES -- AUTHOR BIOGRAPHIES -- EDITORIAL COMMITTEE BIOGRAPHIES.