Global education in perspective: fostering a global dimension in an English secondary school

Abstract

This article considers the issue of global education in schools by focusing upon the case of one particular English secondary school and exploring the pedagogic and curricular perspectives of its staff and students. It recognizes the strong normative and holistic dimension to global education and the challenges it faces in, and presents to schools. The sometimes mixed pedagogic and curricular messages of global education are characteristic of other adjectival and interdisciplinary educational forms working within the framework of the National Curriculum (11–16). Whilst raising more questions than it answers, this article goes some way to articulate the debates, tensions and dilemmas being discussed in the field of global education—a field including teachers, schools, non‐Governmental organizations and Governmental officials working to promote a global dimension in schools.