Abstract
The textile and clothing field is relevant to the goals in the developing area of global education: (1) recognizing global interdependence, (2) understanding universal needs, (3) recognizing cultural differences in decision making, and (4) analyzing and evaluating global issues. A rationale for developing global perspective textile and clothing curriculums can be derived from the universal significance of textiles and clothing to all mankind and the expanded role global issues are taking in everyday decision making and lifestyles. In a global perspectives approach to textiles and clothing, students analyze content across cultural and national boundaries and engage in problem solving related to the impact global issues have on the social significance, material composition, product fabrication, acquisition, and use of textiles and clothing.
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