ABSTRACT
In order to understand how the introduction of global perspectives has changed the geography curriculum it is necessary to examine the political background to the transition from the national perspective, which informed the evolution of the discipline as described in Chapter 1. Such an analysis of the political framework behind global issues is all too absent in most texts that have embraced this approach. Again, this is not to say that global perspectives or global citizenship inform the teaching of geography in all classrooms of the US and England/Wales. Many welltrained geography teachers continue to approach the study of culture and issues in their geographical contexts. However, global perspectives have become the main approach to the subject adopted by leading organizations such as the National Geographic Society and the Geographical Association, as well as many teachers and textbook publishers. As such, its model of education and conception of the embryonic citizen need to be addressed.
