Abstract
Discussion of global issues became prominent in the '60s and '70s when changes in human culture began to have effects that transcended national and regional boundaries. Hampered by contro versy and indirection, global perspectives in teacher education programs have been slow to develop, but recent world events have created support for education in global perspectives. Many educators and policymakers now agree that schools need to educate students in the issues of global interdependence. Some of the concepts in educational reform, however, such as "cul tural literacy," risk fragmenting global information into narrowly defined subjects or distorting it with chauvinism. A global perspective is more than courses on world geography and world history; it requires a holistic approach that gives students an understanding of themselves and their relationship to the world community. The article closes with a discussion of some of the changes necessary to develop a richer global curriculum.
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