Marginalization of Social Studies Teacher Preparation for Global Competence and Global Perspectives Pedagogy: A Call for Change

Abstract

Few scholars have raised the question; why are teacher education programs not preparing teachers for global competence and global perspectives pedagogy? The purpose of this article is to explore this question. The study utilizes qualitative and practitioner research methodologies. Four factors marginalizing the preparation of teachers for global competence and global perspectives pedagogy in social studies teacher education are examined: a) competing pedagogical paradigms; b) lack of clarity on global perspectives pedagogy; c) neoliberal ideologies and policies, and d) complicity in new high-stakes teacher licensure assessment. The paper discusses critical implications and recommendations for preparing social studies teachers for global competence and global perspectives pedagogy in teacher education.