At School in the World

At School in the World moves deftly among research, practitioner experiences, conceptual synthesis, and essential models to affirm the value of our field and to explore its breadth and the opportunities it provides. This text could serve as a primer for those beginning to explore global education and, for those with more experience, as a reference text and a professional-learning resource. -- Chad Detloff, Global Education Benchmark Group
This is a very timely publication that provides a wealth of examples and insights into how global competence is being introduced into teacher education programs around the globe. I particularly appreciated the numerous case studies, which employ virtual exchanges and online networks to develop international communities of practice. -- Robert O'Dowd, University of León, Spain
We should all be asking whose knowledge is being privileged and whose voices are missing—and the contributors to this book certainly do. If you seek research-based frameworks or partnerships and exchange experience information to decolonize your curriculum, then this book is an excellent resource. Equally good for teacher educators and preservice teachers alike. -- Gillian Kidman, School of Curriculum, Teaching and Inclusive Education, Monash University, Australia
At School in the World: Developing Globally Engaged Teachers is an outstanding tool kit for anyone interested in helping teachers adopt a global perspective in their classrooms and lives. Ullom and Guler's work considers the voices of a multitude of authors in its fifteen chapters. The book provides context, theory, practical considerations, and areas for caution. It will surely be used well by teachers, teacher-educators, and educational researchers alike. -- Lauren Madden, School of Education, The College of New Jersey, USA

Broad in scope and rich in illustrative detail, At School in the World offers us theoretical frames (e.g., Globally Competent Learning Continuum, Global Citizenship, Critical Cosmopolitan Theory) for developing teachers’ intercultural competence and teaching competence, as well as examples of promising initiatives in both educational and non-education institutions. Global education that is lifelong, individualized, contextualized, recursive, self-focused, and supported by intercultural learning communities comes to life in the stories of courses, initiatives, and global student teaching experiences described in this book.
The terrain explored in this collection is vast—from examining international and national policy contexts and their impacts on global education initiatives, to case studies of methodologies used in pre-service courses, such as literature circles, critical analyses of curriculum and syllabus revision by faculty, and reflective writing. Perspectives of pre-service and student teachers are incorporated in data collection and analysis, illustrating themes about liberatory pedagogies, intercultural dialogue, and social justice issues with student voices.
The editors acknowledge that the frameworks drawn from are largely from the Global North and rooted in Western perspectives, though authors are solicited and represented from around the globe, for example in the chapter on issues in a decade-long partnership between two universities—a university in Botswana and one in the southern US.
At School in the World invites the reader to imagine teaching future global citizens and educators.

-- Barbara Beyerbach, Department of Curriculum & Instruction, State University of New York, Oswego, USA
As a preservice teacher educator, I believe the focus to integrate tools and methods to produce globally engaged teachers is important and necessary in today's interconnected world. The scope of the topics covered in the book provides the material needed to ensure new teachers (and veterans) bring global engagement to their classrooms. -- Sarah Thomas, Department of Secondary Education and Educational Leadership, Bridgewater State University, USA
This book provides educators with a range of intercultural competency tools that are central to teaching and learning acts that embody social justice and inclusion. -- Marcelle Nicole Cacciattolo, College of Education, Victoria University, Australia
This book makes an important contribution to the discourse around sustainability, human rights, and global citizenship. It brings in voices and perspectives from a wide range of actors with a focus on strategies for practice and development of intercultural competencies for a more inclusive education worldwide. -- Namrata Sharma, State University of New York, USA and author of Value-Creating Global Citizenship Education for Sustainable Development
This book is comprehensive and extremely useful—it covers key questions like the use of technology to connect people in distant places, offering many suggestions for globalizing education for students who lack the resources to study abroad. The explorations of the place of language in globalization and the need for exchange relationships to be reciprocal make this an important contribution to the literature of teacher education for social justice. Chapters touch on policy, theory, and practice, making this book indispensable to all stakeholders in the effort to internationalize teacher education. -- Stuart Carroll, School of Education, The College of New Jersey, USA
While truly drawing from a wide and diverse array of influential scholars, this book provides a vital exploration of how to support the praxis of teacher global competencies. In light of growing trends that lean towards insularity and nationalism, it is more timely than ever to support teachers who play a critical role in opening minds and building students’ global mindsets. A welcome and critical addition to the field. -- Supriya Baily, College of Education and Human Development, George Mason University, USA
Through a unique array of empirical studies that will be relevant to a wide range of audiences at all levels of education and around the globe, At School in the World: Developing Globally Engaged Teachers offers critical, practical, and innovative perspectives on teacher development in the current age. Capturing a delicate balance of pragmatic optimism that is crucial in the field of education, this book makes a timely and important contribution to the burgeoning area of globally oriented education. -- Thatcher Spero, School of International Liberal Studies, Waseda University, Japan
Ullom, Guler, and authors highlight critical intersections of interculturality, teacher education, and global learning through fifteen in-depth collaborative case studies around the world. The authors meaningfully bridge theory and practice as well as research and concrete strategies to demonstrate the multiple scales of impact possible when integrating relevant perspectives and approaches. The chapters allow the readers to truly explore the complexity, tensions, and possibilities of building relationships in pursuit of a more just world. -- Netta Avineri, Intercultural Competence Committee Chair, Middlebury Institute of International Studies at Monterey, USA
At School in the World: Developing Globally Engaged Teachers is a collaborative volume par excellence, in which the editors Carine E. Ullom and Nilufer Guler give voice to more than forty-five authors. This book offers a truly engaging and in-depth exploration of contemporary issues in global education, such as intercultural competence, global citizenship, inclusive and equitable pedagogies, and social justice. As a collection of models, examples, and approaches for developing globally engaged teachers, it appeals to both researchers and practitioners alike. If you want to know about globally oriented teacher education, this is the book for you. -- Müge Satar, Newcastle University, UK, co-editor of the Journal of Virtual Exchange