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This article outlines research directions for global citizenship education, by emphasizing the centrality of democratic goals for schools in the 21st century. Despite a significant shift in educational policies and practices towards addressing education that respond to the conditions of globalization, there is not a clear vision regarding its role in schools. Furthermore, curriculum reforms such as global citizenship education inevitably face the issue of whether to adapt to neoliberal tenets of privatization, high stakes testing and standards-based accountability, or to resist and challenge these policies with alternative, democratic visions of schooling. This article argues that for global citizenship education to reach maturity, there is a need for a programmatic research agenda that addresses the complex dynamics that globalization has introduced to schooling, particularly the challenges to teaching and learning for helping youth to make sense of the world and their role in it. An analysis of recent advances in research and practice in civic education is used as a starting point to advance directions for global citizenship education. Two key directions are suggested: to gain a more secure foothold in schools and the need to focus on a shared conceptual focus that helps researchers, practitioners and other stakeholders to access the same body of practices and knowledge. ; Este artículo esboza direcciones para las investigaciones en educación ciudadana global, basadas en priorizar las metas democráticas como factor clave en la enseñanza en el siglo XXI. A pesar de los importantes cambios en las políticas educacionales y las prácticas educativas relacionados con la globalización, no hay una visión desarrollada sobre el rol de las escuelas. Además, reformas currículares como la educación de ciudadanía global inevitablemente enfrentan la opción de adaptarse a principios neoliberales la privatización, exámenes estandarizados y evaluaciones de rendición de cuentas, o resistir y desafiar estas políticas con visiones alternativas y democráticas de la enseñanza. Este artículo argumenta que para que la educación ciudadana global logre la madurez, necesita una agenda programática de investigación que enfrente las complejas dinámicas que ha introducido la globalización en la enseñanza, en particular los desafíos a la enseñanza y aprendizaje para ayudar los jóvenes a comprender el mundo y el de los jovenes papel en un mundo global. Se analizan los avances recientes en la investigación y practica en la educación cívica como un punto de salida para formular direcciones para la educación de ciudadanía global. Se sugieren dos direcciones claves: lograr una posición más segura en las escuelas y la necesidad de un enfoque conceptual compartido que ayude los investigadores, practicantes y los otros interesados en acceder el mismo conjunto de prácticas y conocimiento. ; Este artigo aponta caminhos de pesquisa para educação para a cidadania global, enfatizando a importância do campo educacional priorizar o ensino democrático no seculo 21. Apesar de uma mudança significativa nas políticas educacionais e práticas de ensino com relação a uma educação que responda às condições de globalização, a posição do campo educacional nas escolas nao é clara. Além disso, reformas curriculares tais como a educação para a cidadania global, inevitavelmente enfrentam o dilema de se adaptarem aos princípios neoliberais de privatização, testes de aprovação e prestação de contas de acordo com padrões educacionais ou de resistirem e desafiarem essas políticas com visões alternativas e democráticas de ensino. Argumenta-se que, para a educação da cidadania global atingir a maturidade, é necessário uma agenda de pesquisa programática que aborde a dinâmica complexa que a globalização introduziu no ensino educacional, particularmente os desafios de ensinar e aprender para ajudar o joven a compreender o mundo e seu papel nele. Uma análise dos avanços recentes na pesquisa e prática da educação cívica é usado como ponto de partida para apontar caminhos para a educação da cidadania global. Dois caminhos principais são sugeridos: obter uma posição mais segura nas escolas e a necessidade de se concentrar em um enfoque conceitual comum que ajude pesquisadores, profissionais e outras partes interessadas a acessar o mesmo conjunto de práticas e conhecimentos.

This article addresses the demand for global content knowledge that the process of internationalization has placed on the preparation of social studies teachers. Drawing on scholarship about global perspectives in teacher education, this study examined what one cohort of preservice teachers learned about globalization during participation in a three-week, web-based, international relations simulation. The unit was part of a methods course designed to prepare preservice teachers to teach global issues and internationalize the curriculum. International simulations have long been touted as a means for learning challenging knowledge about global issues yet are rarely studied in teacher education. This qualitative study drew on concept maps and written responses completed before and after the simulation to document the preservice teachers' learning. The analysis generated two findings: (1) preservice teachers acquired a shared, conceptual vocabulary for globalization that included the events and actors represented in the simulation; and (2) they also demonstrated a more systematic and critical understanding of the ways that power and conflict shaped the events and actors. The study contributes to the question of what teachers need to know to teach with global perspectives and how efforts to internationalize teacher education programs can foster such knowledge.

The broad-spectrum herbicide glyphosate (common trade name "Roundup") was first sold to farmers in 1974. Since the late 1970s, the volume of glyphosate-based herbicides (GBHs) applied has increased approximately 100-fold. Further increases in the volume applied are likely due to more and higher rates of application in response to the widespread emergence of glyphosate-resistant weeds and new, pre-harvest, dessicant use patterns. GBHs were developed to replace or reduce reliance on herbicides causing well-documented problems associated with drift and crop damage, slipping efficacy, and human health risks. Initial industry toxicity testing suggested that GBHs posed relatively low risks to non-target species, including mammals, leading regulatory authorities worldwide to set high acceptable exposure limits. To accommodate changes in GBH use patterns associated with genetically engineered, herbicide-tolerant crops, regulators have dramatically increased tolerance levels in maize, oilseed (soybeans and canola), and alfalfa crops and related livestock feeds. Animal and epidemiology studies published in the last decade, however, point to the need for a fresh look at glyphosate toxicity. Furthermore, the World Health Organization's International Agency for Research on Cancer recently concluded that glyphosate is "probably carcinogenic to humans." In response to changing GBH use patterns and advances in scientific understanding of their potential hazards, we have produced a Statement of Concern drawing on emerging science relevant to the safety of GBHs. Our Statement of Concern considers current published literature describing GBH uses, mechanisms of action, toxicity in laboratory animals, and epidemiological studies. It also examines the derivation of current human safety standards. We conclude that: (1) GBHs are the most heavily applied herbicide in the world and usage continues to rise; (2) Worldwide, GBHs often contaminate drinking water sources, precipitation, and air, especially in agricultural regions; (3) The half-life of glyphosate in water and soil is longer than previously recognized; (4) Glyphosate and its metabolites are widely present in the global soybean supply; (5) Human exposures to GBHs are rising; (6) Glyphosate is now authoritatively classified as a probable human carcinogen; (7) Regulatory estimates of tolerable daily intakes for glyphosate in the United States and European Union are based on outdated science. We offer a series of recommendations related to the need for new investments in epidemiological studies, biomonitoring, and toxicology studies that draw on the principles of endocrinology to determine whether the effects of GBHs are due to endocrine disrupting activities. We suggest that common commercial formulations of GBHs should be prioritized for inclusion in government-led toxicology testing programs such as the U.S. National Toxicology Program, as well as for biomonitoring as conducted by the U.S. Centers for Disease Control and Prevention. ; Other UBC ; Non UBC ; Reviewed ; Faculty