M. Eugene Gilliom

Bio: M. Eugene Gilliom is an academic researcher. The author has contributed to research in topics: Liberian dollar & Higher education. The author has an hindex of 5, co-authored 5 publications receiving 71 citations.

Mobilizing Teacher Educators to Support Global Education in Preservice Programs.

Abstract: (1993). Mobilizing teacher educators to support global education in preservice programs. Theory Into Practice: Vol. 32, Teacher Education in Global Perspectives, pp. 40-46.

Global Education and the Social Studies.

Abstract: A n undisputable fact of life in the early 1980s is that we are living in an increasingly interdependent world. Evidence of that fact surrounds us. Virtually all aspects of human activity, be they political, environmental, economic, or cultural, are influenced by our growing and unavoidable interdependence with other nations and other ways of life. A decision in the Middle East to increase the price of crude oil affects the amount we pay for fuel at the gasoline pump; the Soviet invasion of Afghanistan results in a firming up of the defense posture of the United States and the cancellation of American participation in the Olympic Games; economic decisions made in the international financial community trigger suspicion of the American dollar, resulting in increased unemployment and inflation in the United States; the airing on American television of the drama, "The Death of a Princess," results in bruised feelings among Saudi Arabians who threaten retaliation; a hit musical opens on Broadway, and within weeks its songs are being played and sung in cities around the world.

Pedagogy for Global Perspectives in Education: Studies of Teachers' Thinking and Practice

Abstract: As Americans come to understand the effects of globalization, there is increasing concern that schools today are not adequately preparing students for our interdependent world. Although much has been written about the need to infuse global perspectives in education so that students will understand and benefit from the increasing interconnectedness of the world's cultures, economies, and political relationships, few scholars have studied the actual practice of social studies teachers as they teach global perspectives or tried to understand the contexts of their instructional decisions. In this article multiple perspectives on current classroom practice in global education are examined, including those of master teachers considered the best global educators in their school districts, practicing teachers who have recently completed their first formal instruction in global education, and preservice teachers who are beginning to teach globally-oriented social studies as part of their certification pro...

Practice into Theory into Practice: Culturally Relevant Pedagogy for Students We Have Marginalized and Normalized.

Abstract: This study is a synthesis of ethnographies conducted in both North American and Australian cross-cultural and interethnic classrooms. It establishes nine assertions about culturally relevant teaching in such settings. It argues that both the understandings and classroom practices included in these assertions provide teachers with potential starting points, informed by current best practice, for praxis-reflecting upon their own practices within a framework of participatory democracy for all. For more than 30 years, ethnographers have been investigating teaching in cross-cultural and multiethnic settings. In so doing, they have accumulated a wealth of knowledge about what teachers do-teachers' practice. As a result, we know much about what works and what does not work with Native American, Australian Aboriginal, Hispanic, Latino, Hawaiian, Asian American, African American, Mexican American, and Torres Strait Islander students. An ethnology, or synthesis, of these studies was made. It consists of nine assertions about culturally relevant pedagogy and so provides two outcomes useful for practitioners working in cross-cultural or multiethnic classrooms. One outcome is a theoretical perspective on how we need to think about teaching in such settings. I contend that we need to rethink what we are doing as teachers of these students who are an increasing percentage of the school populations we teach. This rethinking will not dramatically change the way we teach, but it will give us a clear framework for beginning to understand the various groups of students we teach and, thus, for teaching them better. This framework avoids victim blaming, although it fully encompasses the social context of both schooling and family life, and informs classroom processes designed to maximize learning for all our nations' children-not just those from the groups that traditionally have succeeded in our schools. The other outcome is a series of informed and tentative starting points for the classroom processes of teachers who want to reflect on issues of social justice, particularly as it relates to ethnicity and culture (which, of course, overlap both class and gender). I claim that the starting points are informed because they derive from a variety of research projects Anthropology & Education Quarterly 27(3):285-314. Copyright ? 1996, American

International teacher professional development: teacher reflections of authentic teaching and learning experiences

Abstract: The article examines 21 biliteracy teachers who studied and taught in schools through an eight‐week in‐service professional development program with indigenous children in the state of Altacomulco, Mexico. In the process of documenting their international teaching experiences, a study was conducted to ascertain biliteracy teachers' development of their teaching ideology as a result of their participation and critical reflection, using Spanish as the primary mode of instruction. Five themes are discussed: globally minded teachers; linguistic and culturally relevant curriculum; passionate pedagogy (amorosidad); community authentic engagement; and political and ideological clarity.

Global Student Teaching Experiences: Stories Bridging Cultural and Inter-Cultural Difference.

Abstract: “International education” has come to have a number of different meanings in recent years. The terms global education, development education, comparative education, and international studies have been used, yet their meanings are significantly different from each other (Hayden, 2006). International education, by definition, requires a crossing of national borders. It is the process of educating people to see themselves as international citizens in other nations. From a scholarly perspective, international education describes educational work that practitioners and scholars undertake in countries other than their own (Crossley & Watson, 2006). Global education, as described by Clarke (2004), integrates curricular perspectives, issues of cultural diversity, prejudice reduction, and human rights. In a sense international education is in a “stage of influence” (Walker, 2003). Within higher education institutions it is evident that international education has been described as a new educational vision able to provide global society with an education that meets current cultural and linguistic needs (Burnell, 2006; GacelAvila, 2005). This concept became evident, for example, in the recent appointment of an Associate Provost for International Education at the University of San Diego, whose role is to promote international programs at the undergraduate, graduate, and post graduate level. It becomes increasingly clear that there is an awareness of the need for the globalization of teacher education programs regarding certification by state and national accreditation agencies such as the National Council for the Accreditation of Teacher Education (NCATE) in order to prepare globally minded teachers for service in the United States. Colleges of education for the most part have responded slowly in restructuring their field experiences, and few have organized international field experiences that truly meet intercultural competencies, international collaboration, global awareness, or motivation to teach from a global perspective (Cruz, 1996; Guillon 1993; Merryfield, 1991, 1997). “Although many states and schools have taken steps to address the need to develop students’ global perspectives, lack of teacher preparation is a major obstacle” (Merryfield, 1991, p.11). Heyl and McCarthy (2003) state that there is a way of minimizing and eliminating the gap with regards to international knowledge and the preparation gap for teachers. They suggest that personal exposure and professional development of international activities can be and may be the most influential factors in enhancing international competencies for both preservice and in-service teachers. Heyl and McCarthy state: