Global perspectives integrated in global and geographical education

In an era defined by war, terrorism, human rights abuses, racism, poverty, widespread environmental degradation and unprecedented globalisation, the need for 'global' perspectives within the school curriculum has never been more apparent. The aim of any such inclusion should be the development of informed, responsible and active global- local citizens, who work towards a preferred, equitable, socially just, peaceful and sustainable future world for 'all' people. But the very notion of a 'global perspective' is complex and in some respects, ambiguous. This article explores the theoretical basis of a global perspective and how values frame the development of perspectives. It also describes their application in New South Wales Geography syllabuses and Australian Global Education. Both of these 'disciplines' encourage students to investigate issues and phenomena from different points of view including a 'global perspective'. Because knowledge and pedagogy are inextricably linked, students have the opportunity to develop a deeper understanding and appreciation of our holistic, interconnected, common humanity, with the aim being to move students' perspectives from a biased, ethnocentric, single-focused worldview towards a more open-ended, pluralistic, empathetic world-view