Fernando M. Reimers et a1.

calls for innovative curricula that can support new ways of teaching and
learning. These curricula must also provide all students with effective op—
portunities to develop the dispositions, knowledge, and capabilities nec—
essary to understand the world in which they live, to make sense of the
way in which globalization shapes their lives, and to be good stewards of
and contributors to the Sustainable Development Goals. However, curri-
cula are, of course, not self—executing. To support powerful learning from
students through curricula, we need teachers who are well qualified and
prepared to teach them—teachers who have adequate instructional ma—
terials and resources that can personalize learning, who work in schools
and systems that establish adequate partnerships with parents and com—
munities, and who are supported by effective leadership that supports cul-
tures of continuous improvement and learning (Reimers, 2009 Powell 85
Kusuma—Powell, 2011 Kay 86 Greenhill, 2013). All of those elements are
important because together, they form a system that supports deep learn~
ing and teaching. But a curriculum, while not the only element of such a
system, is a singularly important element of that system. Given that the
Sustainable Development Goals call for a new and urgent conversation
on global citizenship education, such a conversation must begin with a

discussion of curricula.

This book presents a global citizenship education curriculum. We present a
comprehensive, rigorous, and coherent curriculum to be implemented from
kindergarten to high school that has intentionally been designed to educate
global citizens. We also provide a rationale for global citizenship education;
a review of its historical roots; and an examination of different approaches
to global education, discussing the role of experiential learning, student-
centered learning, and the relationship between global education and twen—
ty—first—century education. Finally, we present the conceptual foundations
of the curriculum we developed. It is our hope that this book will serve as
a provocation and stimulate further curricular and pedagogical innovation
and adaptations of the ideas we provide here, which are aligned with the
goals and conceptual underpinnings of our work.

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