Time, Space, and Culture: Diversifying and Globalizing ‘Minds’

Roberta Levitt, Joseph Matthew Piro


Trend data from multiple sources increasingly point to major demographic shifts in population classifications for the United States. In light of this development, this article presents a rationale for the introduction of education globalization, which is globally-focused learning, in American education that addresses the needs of an increasingly diverse student population. This article argues for change in how content and delivery of core curriculum and instruction in American schools must accommodate more flexible learning environments that incorporate not only demographic change but also political, linguistic, technological, and economic shifts driving an increasingly diverse society. As a framework, we suggest introducing Gardner’s (2008) Five Minds for the Future as a curriculum organizer. In addition, the conceptual development, complexities, and challenges of globalizing American curriculum tied to diversity and how these connect to contemporary teacher practices are discussed. 


globalization; demographics; global learning; diversity; 21st century skills

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DOI: https://doi.org/10.3776/joci.%25y.v6i1p55-72


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