ABSTRACT
Appeals for greater attention to global education, or at least more internationally oriented programs among American colleges and universities, dot the landscape of contemporary history, from the 1960s onward. For global education not only wins differential interest among various groups of Americans—including many faculty. It can be an explicit source of contest and conflict. While globalists welcomed the increasing diversity of American student bodies as a chance for mutual learning, many conservative leaders took the opposite tack, arguing that the need for focus on a common set of Western values was actually increasing. In language training generally, emphasis on oral skills expanded, a global education asset, and with this not only a communication emphasis but explicit attention to cultural sensitivity. Kennesaw State University, in Georgia, has taken a particular lead in bringing Chinese teachers from China into its education program, with similar goals in mind—as part of a significant planning commitment to global citizenship.
