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In practice, fundraising for international charities is often treated as global education, while other dimensions of global learning are overlooked, raising equity concerns. The study calls for more comprehensive, systematic government support and stronger collaboration to deliver an equitable, quality introduction to global citizenship.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Manion Ontario Institute for Studies in Education, University of Toronto  \nThis article reports on the implementation of global education in Canadian elementary schools. Curriculum analysis and 76 interviews at school, ministry, and district levels revealed limited coordination among ministry, district and NGO efforts and little support for curriculum development and teacher training. In schools, fundraising for international charities is often equated with global education, while other aspects of global learning are neglected. Equating global education with fundraising raises concerns for less affluent communities. We argue that more comprehensive and systematic government support for global education, and greater collaboration among ministries, NGOs, and schools is needed for Canadian children to receive an equitable, quality introduction to global citizenship.  \nKey words: global citizenship, non-government organizations, social studies, teacher support  \nCet article fait le point sur l’implantation de l’éducation planétaire dans les écoles primaires au Canada. L’analyse des programmes scolaires et 76 entrevues menées dans des écoles, dans les ministères et dans des arrondissements scolaires ont révélé qu’il existait une coordination restreinte entre le ministère, les arrondissements scolaires et les efforts des ONG et peu de soutien pour l’élaboration de programmes scolaires et la formation des enseignants. Dans les écoles, la collecte de fonds pour des organismes de bienfaisance internationaux est souvent assimilée à l’éducation planétaire tandis que d’autres aspects de l’éducation interculturelle sont négligés. L’assimilation de l’éducation planétaire aux collectes de fonds soulève des préoccupations pour les collectivités moins fortunées. Les auteurs soutiennent qu’il faut unsoutien gouvernemental plus exhaustif et systématique de l’éducation planétaire etune collaboration accrue entre les ministères, les ONG et les écoles pour que tous les enfants canadiens reçoivent une initiation de qualité à la citoyenneté mondiale.  \nMots clés : citoyenneté mondiale, organisations non gouvernementales, sciences humaines, soutien aux enseignants  \n_____________________________  \nCANADIAN JOURNAL OF EDUCATION 31, 4 (2008): 941‐974  \nIn Canada and around the world, the idea that schools should equip children with the knowledge, skills, and dispositions required for participation in a more globalized world has become a standard feature of the education policy landscape (Rauner, 1998) . Since the early 1990s, there have been both impressive academic efforts at curricular innovation around what is now broadly termed global education, and new research supporting the introduction of global education at ever-earlier grade levels (Davies, 2006; Sapiro, 2004) .  \nTo date, however, there has been relatively little research on how global education is being implemented in Canada, particularly at the elementary school level. This lack of research is somewhat surprising because there has been significant interest in global education among Canadian researchers (Pike, 1996; Schweisfurth, 2006; Sears, Clarke & Hughes, 1998), non-government organizations (Canadian Council for International Co-operation,[CCIC], 1996, 2004), teachers’ unions, federal bodies (e.g., Canadian International Development Agency,[CIDA], 2006; Citizenship and Immigration Canada, 2005; Department of Canadian Heritage, n.d.), and Ministries of Education. A 2001 review by the Council of Ministers of Education, Canada (CMEC), (2001) concluded that even in the context of fiscal constraints and a back-to-basics policy orientation during the 1980s and 1990s: “The most noticeable trend has been a much higher level of integration of the themes of peace, democracy, human rights, international understanding and tolerance in both formal and non-formal education programs″(p. i) .  \nIn this article","cbCaivTk6rrxAocn","https://ap.wps.com/l/cbCaivTk6rrxAocn","pdf",354475,34,"English","# Towards a Working Definition of Global Education\n## Research Background and Rationale\n## Research Design and Three Key Components\n## Field Research Focus and Findings","[{\"question\":\"What does the study examine about global education in Canada?\",\"answer\":\"The study explores how global education is implemented in Canadian elementary schools and what kinds of support exist from schools, districts, ministries, NGOs, and other federal bodies.\"},{\"question\":\"What major implementation issues does the research identify?\",\"answer\":\"It finds limited coordination among ministry, district, and NGO efforts and little support for curriculum development and teacher training.\"},{\"question\":\"Why does the article raise concerns about equating global education with fundraising?\",\"answer\":\"It argues that treating global education as fundraising can neglect other global learning aspects and create equity problems for less affluent communities.\"}]","Global Education in Canadian Elementary Schools - An Exploratory Study | PDF",1792083127,86]