In this study, we examined gender and ethnicity differences in globalmindedness among graduating seniors in six North Florida public high schools. Using a mixed method design, we administered 1096 globalmindedness surveys and conducted 59 one-on-one interviews measuring the five globalmindedness dimensions of responsibility, interconnectedness, globalcentrism, cultural pluralism, and efficacy. Females scored significantly higher on all five dimensions of globalmindedness than their male counterparts on the globalmindedness survey; however, the interview results revealed a higher level of globalmindedness among females only on (...) the dimensions of responsibility and efficacy. African-American students possessed a higher level of globalmindedness in the dimensions of efficacy and interconnectedness than their European-American counterparts in both the survey and interview data. The interview results also revealed a higher level of globalmindedness among African-American students in the dimensions of responsibility and cultural pluralism, a difference not seen in the survey data. We discuss the need for further globalmindedness research with graduating high school students, with special attention to the dimensions of globalmindedness that did not align in the survey and interview data. The implications of the findings for educators seeking to teach from a global perspective are addressed. (shrink)

This paper aims to question anew the popular and supposedly self-evident affirmation of education, in its modern incarnation as in its historical notion. The “naive” questions suggest that we have recently taken for granted that education ought to be for the masses, that it ought to be upbringing, and that it is better than ignorance. Drawing on the tradition that calls such an understanding of education into question, the author shows that the hidden costs of disregarding such reflection end up, (...) camouflaged and smuggled, taxing the current debates regarding generally accepted education strategies. The characteristic feeling of the currently accepted model of education being in chronic crisis is less a testament to an absence of alternative approaches than to a lack of thorough self-reflection. (shrink)

Editor's Comment: One of the functions of the journal is to develop an awareness of its own history. These papers are online-only papers that discuss the first ten years of the journal going back to 1969. Every so often the journal publishes synoptic articles that take a broad approach to the beginning of the Society and the journal to treat major themes and topics. As one can clearly see EPAT published many of the luminaries that helped to shape the discipline.