Empowering Global Citizens

developing global competency, for the most part, they are self—contained
approaches that target particular dimensions of global competency and
span a short period in the educational trajectories of students. While these
various approaches could be integrated into a comprehensive strategy of
global education that supports the continuous development of global citi—
zenship over the schooling trajectories of students, examples of such ex—
tended and comprehensive programs of global education are more rare.
It is likely that each of the discussed strategies could provide synergies
by upholding the development of global competency in America’s class—
rooms; for example, online student exchanges could motivate the study of
foreign languages, and study—abroad programs could significantly deepen
the value of online study and foreign—language study. For example, a study
found a positive relationship between global competence and second—lan—
guage motivation in critical languages among university students (Semaan

& Yamazaki, 2015).

In addition, while there are pockets of excellence and innovation in each of
the states, there is much that is still unknown about the effectiveness of these
approaches and about how these strategies would scale up and generalize to
different settings. An ethnographic study of the efforts of a suburban high
school in Pennsylvania to integrate global education into the curriculum
through a global~studies initiative and credential shows that only a small
group of students benefited and that the pressures of system-wide account—
ability on schools limit the potential for this program to reach a significant
number of students (Cozzolino, 2014).

4. Rethinking Global Education

Whereas education has long had cosmopolitan aspirations, the acceleration
of globalization and new developments in our understanding of human de—
velopment require new and more intentional approaches to global educa—

tion that reflect more ambitious and transformative opportunities.

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