Chapter 1: Theoretical Foundations of Global and Social Justice Education: An Introduction

The necessity to teach for global and social justice education in teacher education programs is becoming more relevant than ever before due to rapid globalization. Teachers have a responsibility to prepare students for in increasingly interdependent world. Additionally, an education for global awareness and social justice requires an understanding of global and social issues. This chapter, therefore, explores the basic tenants of globalization and the relevance of a curriculum that prepares learners for global awareness and social justice.

The term globalization has been defined in many ways by different scholars. For example, Kambutu and Nganga (2008) defined it as increased interconnectedness and interdependence. In the context of this chapter, I will define globalization as a phenomenon that affects global communities everywhere irrespective of their geographical or political location. To understand the impact of globalization therefore requires one to be knowledgeable of what is happening locally and nationally, around the world, world political systems and economies, world health issues, movement of populations and the impact of political and geographical boundaries among others global issues. Dale (2000) argued that globalization is a result of capitalism and global competition, at most resulting in economic or sociopolitical regions of influence. In addition, globalization affects education systems and policies (Dale, 1999). “In fact nations are borrowing educational policies, comparing educational systems, and setting educational benchmarks based on recommendations from an international agenda” (Rutkowski & Rutkowski (n.d). To that end, Apple (2011) noted that education today cannot be understood without recognizing that educational policies are integrated with global economies and crises. Furthermore,