Curriculum in the age of globalization

Reviewed by: Kirk MacRae, University of Victoria, British Columbia, Canada

In her article, Bloom (2010) argues that the current social studies curriculum in British Columbia is in need of revision.  This is immediately evident as she attempts to convince the educators, ministry policy makers, and the like whose eyes may grace this article, that the current curriculum is “Canada- centered” (pg. 1) stretching to include mainly European influences and connections.  Bloom claims that the curriculum is deficient in its inclusion of world history, instead focusing on the development of nationalism and Canadian identity.  This trend is evident from kindergarten to grade 11, the compulsory period for social studies, after which the curriculum offers optional courses that could benefit students with global history, but unfortunately experience low enrolment.  Bloom expresses that the incomplete history introduced to students contributes to their ignorance of other nations and their history, and the development of false ideals, such as Mexico being a country filled with “drugs and violence” (pg. 2).  By the time students graduate they will not have a grasp of world history, they will lack understanding of the world economy and distribution of resources, and as emphasized by Bloom, they will have a very contorted view of global human rights.

            In line with her concerns, Bloom suggests that students need a more global education in social studies.  Students need to be introduced to the histories of several nations, in addition to Canada, while making sure that the past is studied right up to present day.   Bloom stresses that students become global citizens through social studies curriculum that helps develop values, such as “empathy” and “critical-creative thinking” (pg. 5) skills, which is difficult to do through a predominantly Canadian context.

Bloom wraps up her analysis of the BC social studies curriculum with a series of pedagogical recommendations that would make up the basic structure of a new social studies curriculum.  The new curriculum proposed would make connections from history that are relevant to current issues and that impact the entire world, uncovering truths for student analysis.  A true study of global history designed by diverse scholars that looks beyond Canada in detail is what Bloom is ultimately after.  Individual research projects on nations and current issues following the study of key world events will be intertwined with active participation in human rights initiatives to achieve this new curriculum according to Bloom.

For social studies educators, it would be difficult to ignore the passion and concern expressed by Bloom towards the current curriculum.  This article offers motivation and inspiration to become continually critical of the curriculum and my own practice.  Rather than operating as passive minions within the system, educators need to take ownership of their profession, appreciate the opportunity to foster learning, and provide the most well-rounded, engaging and impactful experience for each and every student.  I agree that students should receive a social studies curriculum that encompasses an understanding of world history and evokes values and attitudes in becoming a global citizen.  I also agree that students need to look outside our sheltered, western country to expand their perspective and piece together the big picture; however, I think that the current curriculum allows for teachers to achieve much of this with their students.  To completely overhaul the program would be to misuse resources that would be better directed at lighting little fires underneath most (not all) of our country’s social studies teachers to spice up their delivery of said curriculum.  I will return to this point regarding social studies teachers along with an evaluation of Blooms pedagogical suggestions once the curriculum content has been addressed. 

            “Global history is a vast field.”  (Bloom)  Bloom states the obvious.  There is so very much to teach it what seems like the wink of an eye.  It seems like Bloom has an idealized view of what can be accomplished from grade to grade in a social studies classroom.  To simply “outline key world events” would not give them justice.  Nor would it be very encouraging to breeze over and deliver the Coles notes version of Canadian history, which despite what some (students and adults) would call boring, is rich with conflict, conquest and compassion.  The curriculum is progressive and starts with matters close to the heart.  If taught effectively, the social studies curriculum will take students on a diverse journey that covers a great deal including Canadian history which is essential in understanding our country-the country that each student is a part of.  Broom seems to value education that attempts to increase exposure to the world on the macro level and pick and choose areas to focus on that may seem disconnected.  I personally like a steady progression that transitions between past and present.  It is important to remember that history is not going anywhere and is only growing in gigabytes each day.  I would like to have seen some of Bloom’s passion target the individuals with the power to change the way social studies are experienced.  Creating life long learners should always be a part of the long-term goals for teachers.

            As mentioned, for students to become global citizens, Bloom indicates that they must develop skills and values such as critical thinking and empathy.  I do not believe we need to change much in the curriculum, as Bloom suggests, to achieve this goal.  Teachers have a fair deal of choice in delivery of material and it is our challenge to come up with creative and engaging lessons instead of the desk-text-worksheet diet.  Many of Blooms pedagogical suggestions will find their way into my logbook such as current issues study, nation specific research sharing projects, and active involvement in human rights.  Active participation seemed to resonate especially with me after reading this article.  It’s these steps towards democratic citizenship that much be initiated by teachers and experienced by students.  Bloom is on the right track here, however a new curriculum is displacing the real issue at hand.  Social science teachers need to bust out of their shell and endeavour to “conduct some light and magic” (Price, 2012).

References

Broom, C. (2010).  Curriculum in the age of globalization.  Canadian Social Studies, 43, (1).

Price, J. (2012).  Social Studies Curriculum Instruction.  University of Victoria.  Lectures: January    and February.