The meaning of international experience for schools


The meaning of international experience for schools

Angene Hopkins Wilson

Praeger, 1993

大学図書館所蔵 件 / 14



Includes bibliographical references (p. 149-155) and index



Angene Hopkins Wilson presents case studies which illustrate how internationally experienced persons--including teachers who have travelled and lived abroad, returned Peace Corps volunteer teachers, and immigrant and international students--contribute to the curriculum in their schools. In an affluent suburban elementary school, an impoverished rural middle school, and an inner-city magnet high school program, Wilson examines how school systems, teacher education programs, and communities can cooperate in efforts to provide social education with a global perspective. She discusses problems such as the ambivalence of school culture towards international experience and the tension between cultural loyalty and world citizenship, offers a model explaining the impact of international experience and makes specific suggestions for using international experience more fully in the schools.


Introduction: From Lakewood to Liberia to Lexington International Experience and Schools: The Context and the Problems The Impact of International Experience Teachers with International Experience: "They Know More" Returned Peace Corps Volunteers Who Teach: Fulfilling the Third Purpose An Afghan Sixth Grader: "Making My Country Remembered" A Little United Nations School: It's a Natural International Student Visitors at School: "Someone from Another World" The International Studies Academy: Becoming an International Educational Community Utilizing International Experience: Ideas for Implementation Appendix Bibliography Index

「Nielsen BookData」 より