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  1.  18
    What Is A Global Experience?William Gaudelli & Megan J. Laverty - 2015 - Education and Culture 31 (2):13-26.
    The perceived importance of a global experience in higher education is hard to underestimate. University presidents are known to boast of their “percentage,” or the proportion of undergraduates who study abroad. At least part of the rationale is a cosmopolitan one: an essential part of being acknowledged as educated derives in part from an appreciation of different cultures and development of worldliness. The expectation is that a global experience will stand out as an enduring memorial of an encounter with others. (...)
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  2.  22
    Reconstruction of Social Studies.William Gaudelli & Megan J. Laverty - 2018 - Education and Culture 34 (1):19.
    The reconstruction of philosophy, of education, and of social ideals and methods thus go hand in hand.In society today, we are inundated with reports on climate change, nuclear accidents, sectarian violence, terrorism, school shootings, police brutality, shrill mainstream politics, dire poverty, civil wars, and migration crises. As we observe their proliferation and escalation, it can feel as if we lack not only solutions to these social ills, but, even more fundamentally, ways to communicate about and make sense of their conditions (...)
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  3.  2
    Locating John Dewey.William Gaudelli - 2006 - Education and Culture 21 (1):4.
  4.  17
    Social Studies as New Literacies in a Global Society: Relational Cosmopolitanism in the Classroom. By Mark Baildon and James S. Damico.William Gaudelli - 2012 - British Journal of Educational Studies 60 (1):98-100.
  5.  54
    The Aesthetic Potential of Global Issues Curriculum.William Gaudelli & Randall Hewitt - 2010 - Journal of Aesthetic Education 44 (2):83.
    Global issues rarely suggest conversations about aesthetics, as they conjure thinking about massive problems such as global warming, famine, and war rather than beautiful thoughts such as grace, love, and compassion. Students may engage in study of global issues in any number of venues, perhaps through a world geography class, within world literature, or as part of a course in Earth science. They would likely be exposed to readings, Web sites, and videos about the nature and extent of problems. Teachers (...)
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  6.  23
    The aesthetic potential of global issues curriculum.William Gaudelli & Randall Hewitt - 2010 - Journal of Aesthetic Education 44 (2):pp. 83-99.
    In lieu of an abstract, here is a brief excerpt of the content:The Aesthetic Potential of Global Issues CurriculumWilliam Gaudelli (bio) and Randall Hewitt (bio)IntroductionGlobal issues rarely suggest conversations about aesthetics, as they conjure thinking about massive problems such as global warming, famine, and war rather than beautiful thoughts such as grace, love, and compassion. Students may engage in study of global issues in any number of venues, perhaps through a world geography class, within world literature, or as part of (...)
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  7.  39
    Analyzing Content about the Federal Budget, National Debt, and Budget Deficit in High School and College-level Economics Textbooks.Anand R. Marri, William Gaudelli, Aviv Cohen, Brad Siegel & Scott Wylie - 2012 - Journal of Social Studies Research 36 (3):283-297.
    This study sought to identify content on the federal budget, national debt, and budget deficit in the 12 most commonly used high school and college-leveleconomics textbooks. Our systematic review of these sources leads to two key findings: (1) Textbooks are similar in how they represent fiscal policy yet treatthe federal budget, deficit, and debt differently across the sample, and (2) Textbooks treat the federal budget, budget deficit, and national debt as theoretical, without an examination of values and systemic electoral and (...)
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  8.  12
    Social Studies as New Literacies in a Global Society: Relational Cosmopolitanism in the Classroom. By Mark Baildon and James S. Damico: Pp 198+ xix. New York: Routledge. 2011.£ 76.00 (hbk). ISBN 978-0-415-87367-3. [REVIEW]William Gaudelli - 2012 - British Journal of Educational Studies 60 (1):98-100.