Description
Angene Hopkins Wilson presents case studies which illustrate how internationally experienced persons–including teachers who have travelled and lived abroad, returned Peace Corps volunteer teachers, and immigrant and international students–contribute to the curriculum in their schools. In an affluent suburban elementary school, an impoverished rural middle school, and an inner-city magnet high school program, Wilson examines how school systems, teacher education programs, and communities can cooperate in efforts to provide social education with a global perspective. She discusses problems such as the ambivalence of school culture towards international experience and the tension between cultural loyalty and world citizenship, offers a model explaining the impact of international experience and makes specific suggestions for using international experience more fully in the schools.
