Global Education in Theory: The Centrality of Intercultural Competence
It is possible to trace the development of global education to at least the early years of the 20th century when in a quest for peace and understanding several organizations were established, including the League of Nations Union, the Council for Education in World Citizenship, and the Parliamentary Group for World Government (Fujikane, 2003; Heater, 1980; Richardson, 1996). Similar motivations to overcome lack of knowledge and to reduce tension could be seen in the Cold War era with work by, for example, Lee Anderson (1979), James Becker (1979), and Robert Hanvey (1975). Since the 1960s, with explicit connections being made to educate in relation to the forces of globalization, there has been a significant growth in global education initiatives (Tye, 1999). Many have called for a need to understand an interdependent world and warned about the dangers of ignoring those political, economic, and cultural realities (Merryfield, 1991).