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The study reviews grade-by-grade curriculum scope, showing a Canada-centred and Western European slant with limited World History coverage and brief, contextualized global references. It argues this incomplete coverage hinders knowledge, reinforces bias, and undermines the goal of forming global citizens amid globalization, then proposes remedies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/curriculum-in-the-age-of-globalization-abstract-absent-curricula-in-bc/598526/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/curriculum-in-the-age-of-globalization-abstract-absent-curricula-in-bc/598526.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the paper mean by “absent curricula” in BC?","Question",{"text":112,"@type":113},"It refers to the lack of substantial World History within BC’s social studies curriculum, leaving histories of many nations largely missing from students’ learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the curriculum affect students’ understanding of places like Mexico and Darfur?",{"text":117,"@type":113},"The paper argues that limited curriculum coverage allows media-based stereotypes to dominate students’ perceptions, while unfamiliar regions such as Darfur produce silence or ignorance.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the author say the curriculum fails to create global citizens?",{"text":121,"@type":113},"Because students graduate with little or no World History knowledge; the curriculum’s national and Western-European emphasis makes it difficult to develop the understanding needed for globalization and inequality.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598526,1792191810,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Curriculum in the Age of Globalization  \nCatherine Broom  \nAbstract  \nWhen Canadian students are asked their perceptions of Mexico, their answers are filled with stereotypes from the media. When they are asked about Darfur, they have no idea what or where Darfur is, or what has occurred there. When they are asked to list the names of famous Canadians they state the names of white men, primarily politicians. When they are asked to name famous historical figures from non European nations, they become silent. These stereotypes and silences are the products of the “absent curricula” in BC, and they make the aim of creating Global Citizens at a time of Globalization, almost impossible. This paper explores the reasons for these stereotypes and silences through a study of BC’s curricula and provides suggestions as to how to address them.  \nThe Absent Curricula  \nBC’s Social Studies curricula are Canada-centred. From Kindergarten to Grade 11, students in BC learn primarily about Canada, along with a little European History. Students learn very little World History, and the history that they do learn is either Ancient History or primarily European History. Thus, in grade 7 students learn about Ancient Civilizations (Ministry of Education, 2006) . In grade 8, while teachers are given a choice of which Civilizations between 500 and 1500 AD they choose to teach, the guide continues to reinforce European civilization with statements such as “identify periods of significant cultural achievement, including the Renaissance”(Ministry of Education, 1997) . The aim seems to be to review European history from 500 to 1500, in order to prepare students to learn Canada’s story in grades 9, 10 and 11 (Ministry of Education, 1997; Ministry of Education, 2006; Ministry of Education, 2005) . In grade 9, students study Canadian and European History from 1500 to 1815, with a focus on early Canadian History (Ministry of Education, 1997) . In grade 10, students study Canadian history from 1815 to 1914, with very little change in focus between the 1997 guide and the new 2005 guide (Ministry of Education, 1997; Ministry of Education, 2005) .  \nIn grade 11, students learn primarily about Canada in the twentieth century by studying the Canadian government and Canada’s participation in the World Wars, at the end of which Social Studies is no longer compulsory (Ministry of Education, 2005) . Students are only briefly introduced to the rest of the world by (a)“assess ng] Canada’s participation in world affairs with reference to human rights, United Nations, Cold War, modern conflicts”(presumably in a positive way) and (b) learning about the population pyramid and comparing “Canada’s standards of living with those of the ‘developing world’,” without explanation of how these developed (Ministry of Education, 2005) . The guide clearly aims to develop national feeling and identity at the expense of knowledge of World History.  \nThe optional grade 12 History course focuses on European and Canadian History during the twentieth century (Ministry of Education, 2006) . It does have some world history by including introductory content on the Middle East, Asia (particularly China), South Africa, and the United States, but the curriculum has a definite Western European slant and only for a few, twentieth century world events that have had a significant impact on (or have been the result of Western actions) are presented. China, for example, is studied in the context of the \"emergence of China in world affairs” (Ministry of Education, 2006) . One could argue that China has always been part of world affairs. Human rights are focused on with regard to South Africa and the United States, and not their abuses in other nations. The new Social Justice 12 course (Ministry of Education, 2008) contains the potential for some current world history that is not only Western and is less Eurocentric in orientation but it is not being taught very often. Significantly, both History 12 and Soc","cbCaiecEQK32nGwb","https://ap.wps.com/l/cbCaiecEQK32nGwb","pdf",46838,"English","# Abstract\n# The Absent Curricula\n## Canada-centred scope and limited World History\n## Grade 11 and the retreat from required social studies\n## Optional courses and persistent Western European framing\n# Colonial Heritage and Oppression\n## Nationhood focus versus incomplete global knowledge\n## Effects on student understanding and global citizenship","[{\"question\":\"What does the paper mean by “absent curricula” in BC?\",\"answer\":\"It refers to the lack of substantial World History within BC’s social studies curriculum, leaving histories of many nations largely missing from students’ learning.\"},{\"question\":\"How does the curriculum affect students’ understanding of places like Mexico and Darfur?\",\"answer\":\"The paper argues that limited curriculum coverage allows media-based stereotypes to dominate students’ perceptions, while unfamiliar regions such as Darfur produce silence or ignorance.\"},{\"question\":\"Why does the author say the curriculum fails to create global citizens?\",\"answer\":\"Because students graduate with little or no World History knowledge; the curriculum’s national and Western-European emphasis makes it difficult to develop the understanding needed for globalization and inequality.\"}]","Curriculum in the Age of Globalization - Abstract - absent curricula in BC | PDF",1792087095]