Letter from the Editorial Board

Letter from the Editorial Board Hillary Parkhouse With the recent emphasis on equipping students with 21st century skills, the notion of global competence is receiving greater attention (e.g., Council of Chief State School Officers, 2010; Longview Foundation, 2008; Partnership for 21st Century Skills, 2011). When speaking with teachers, however, we have observed that many are not sure what global competence means much less how to ensure their students are globally competent. Terms like global awareness, global competence, and global citizenship lack clear definitions and are often used interchangeably. In addition, some teachers have indicated that they have trouble figuring out just how to develop global competence in their students, or even evaluating their own knowledge and proficiency in this area. There seems to be much talk about the need for globally competent students but little articulation of how teachers are to facilitate this capacity (Zhao, 2010). At The High School Journal, we have noticed that the discourses around globalization, broadly speaking, tend to focus on economic competitiveness rather than social justice worldwide. One of the four stated aims of Race to the Top, for instance, is "Adopting standards and assessments that prepare students to succeed in college and the workplace and to compete http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The High School Journal University of North Carolina Press

Letter from the Editorial Board

The High School Journal, Volume 96 (3) – Mar 23, 2013

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Publisher
University of North Carolina Press
Copyright
Copyright © 2008 The University of North Carolina Press.
ISSN
1534-5157
Publisher site
See Article on Publisher Site

Abstract

Hillary Parkhouse With the recent emphasis on equipping students with 21st century skills, the notion of global competence is receiving greater attention (e.g., Council of Chief State School Officers, 2010; Longview Foundation, 2008; Partnership for 21st Century Skills, 2011). When speaking with teachers, however, we have observed that many are not sure what global competence means much less how to ensure their students are globally competent. Terms like global awareness, global competence, and global citizenship lack clear definitions and are often used interchangeably. In addition, some teachers have indicated that they have trouble figuring out just how to develop global competence in their students, or even evaluating their own knowledge and proficiency in this area. There seems to be much talk about the need for globally competent students but little articulation of how teachers are to facilitate this capacity (Zhao, 2010). At The High School Journal, we have noticed that the discourses around globalization, broadly speaking, tend to focus on economic competitiveness rather than social justice worldwide. One of the four stated aims of Race to the Top, for instance, is "Adopting standards and assessments that prepare students to succeed in college and the workplace and to compete

Journal

The High School JournalUniversity of North Carolina Press

Published: Mar 23, 2013

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