1. How does 21st century globalization of education differ from traditional concepts of international education? Explain. Does globalization require a change in the breadth and depth of study necessary to address divergent global perspectives in teaching and learning? Why or why not?

2. Consider a framework that synthesizes the notions of cultural literacy and global awareness into an overall model of global literacy. How do successful teaching and learning appear in this framework? Justify your position with support from the empirical research.

References :

1. Mossman, A. P. (2018). Retrofitting the ivory tower: Engaging global sustainability challenges through interdisciplinary problem-oriented education, research, and partnerships in U.S. higher education. Journal of Higher Education Outreach & Engagement, 22(1), 35-60.

2. Sklad, M., Friedman, J., Park, E., & Oomen, B. (2016). Going global: A qualitative and quantitative analysis of global citizenship education at a Dutch liberal arts and sciences college. Higher Education, 72(3), 323340.

3. Wright, K. (2017). Education for international mindedness: Life history reflections on schooling and the shaping of a cosmopolitan outlook. Current Issues in Comparative Education (CICE), 20(1), 68-83.

4. Roy, B. (2016). Towards a global critical literacy: Literature, community engagement and the global commons from an American perspective. Higher Learning Research Communications, 6(2), 1-16. URL: https://eric.ed.gov/?id=EJ1132792