ABSTRACT
The journey of a Chinese girl who grew up in the Mao Era of China and who became an immigrant woman faculty practicing global pedagogy in American universities required constant identity adjustments, border crossings, and cultural negotiations. The author’s philosophy of teaching has been informed by the tenets of global pedagogy, which posits that teaching social studies from a global perspective differs from traditional approaches to the study of communities, cultures, geography, and history both substantively and perceptually. Her lived experiences shape her consciousness as a teacher committed to global education and enables her to translate theoretical concepts into everyday practice. Although the experiences and the perceptions are her own, she hope this work will provide some insight into the unique contributions that faculty with immigrant backgrounds can bring to the colleges and universities. It has allowed her to bring her collective teaching experiences into a clearer focus.
