Bringing a Global Education Perspective To Understand the Other

Shorttitle
The purpose of this thesis was to illustrate how
global education theory and principles can be used
to deconstruct and reframe myths and misconceptions
of the other . The method for applying a collection
of global principles, and the resultant case, are
intended for eventual use in the classroom, but this
thesis will focus on a specific other , Muslim
women.
Four bodies of literature were reviewed:
globalization, paradigm shifts, cultural trends
within this complex and the creation and valuing of
the other . The basic premise was that
globalization, as it looks today, is leading to a
separation of "them" from us , creating
the other , necessitating a shift in paradigms,
from mechanistic to holistic, if we are to deal with
the cultural diversity emerging in the new world.
Global education theory literature was then reviewed
because it was proposed as a viable framework from
which to debunk and reframe the stereotypical images
of the other .

Autorentext

Amani Hamdan has obtained her PhD at the Faculty of
Education at the University of Western Ontario. Her research
interests include the education of immigrant Arab Muslim women,
critical multicultural education, and curriculum, equity and
social justice, and Saudi women's education. Amani can be
reached at amanihamdan2004@yahoo.ca

Klappentext

Shorttitle
The purpose of this thesis was to illustrate how
global education theory and principles can be used
to deconstruct and reframe myths and misconceptions
of the "other". The method for applying a collection
of global principles, and the resultant case, are
intended for eventual use in the classroom, but this
thesis will focus on a specific "other", Muslim
women.
Four bodies of literature were reviewed:
globalization, paradigm shifts, cultural trends
within this complex and the creation and valuing of
the "other". The basic premise was that
globalization, as it looks today, is leading to a
separation of "them" from "us", creating
the "other", necessitating a shift in paradigms,
from mechanistic to holistic, if we are to deal with
the cultural diversity emerging in the new world.
Global education theory literature was then reviewed
because it was proposed as a viable framework from
which to debunk and reframe the stereotypical images
of the "other".