Fernando M. Reimers et al.

and service, respect for the environment, idealism, and personal action. The
early development of the International Baccalaureate was intertwined with
the early development of the United World College, as the experiences of
students in the UWC in Wales were studied by those developing the IB di-
ploma, and the UWC was one of the first adopters of the 1B.

2. Alternative Approaches to Global Education

The approaches to global education that were developed during the twen—
tieth century vary along at least two related dimensions: the purposes of
global education and the definition of “global competency.”

The purposes of global education have included the advancement of per—
sonal and national goals through a better understanding of others as well as
international cooperation toward the mutual advancement of shared inter—
ests. Different curricula emerged from these diverse purposes, including ed—
ucation in world history or geography, education for international business,
education for the advancement of human rights, peace education, education
for conflict resolution, international and area studies, security studies, and
peace studies, for example.

More recently, researchers have noted that most global citizenship educa—
tion curricula encourage students to understand globalization, to adopt
a self—critical approach to how they and their nation are implicated in
local and global problems, to engage in intercultural perspectives and di-
versity (Pashby, 2008), and to recognize and use their political agency
toward effecting change and promoting social and environmental justice
(Eidoo et al., 2011). Schurgurensky (2005, in Eidoo et al., 2011) ob—
serves that “transformative citizenship learning involves the nurturing of
caring and critical citizens who raise important questions and problems
in overt ways” and “probe the status quo” (Eidoo et al., 2011). Andreotti
(2006) further draws the distinction between “soft” and “critical” glob—
al citizenship education and looks to critical literacy for a pedagogical

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