The Meaning of International Experience for Schools

Angene Hopkins Wilson presents case studies which illustrate how internationally experienced persons--including teachers who have travelled and lived abroad returned Peace Corps volunteer teachers and immigrant and international students--contribute to the curriculum in their schools. In an affluent suburban elementary school an impoverished rural middle school and an inner-city magnet high school program Wilson examines how school systems teacher education programs and communities can cooperate in efforts to provide social education with a global perspective. She discusses problems such as the ambivalence of school culture towards international experience and the tension between cultural loyalty and world citizenship offers a model explaining the impact of international experience and makes specific suggestions for using international experience more fully in the schools.