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How can Jerome Becker, the teacher in the case that begins this chapter, continue to educate himself about new methods of global education while simultaneously keeping up with student needs and school requirements? Time is definitely a problem.
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He knows that the United States is a widely diverse country with many unsolved problems regarding race and ethnicity. How can he justify moving to a global perspective when the problems at home remain so critical?
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Although he has been relatively successful in incorporating a global perspective into social studies, language arts, and some of the arts, how can he do the same thing with such seemingly culture-neutral subjects as mathematics and science?
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Jerome has found that many students do not relate at all to the idea of ethnicity. Rather, they think of themselves as Americans and have neither knowledge of nor emotional ties to their own ethnic roots. How can he encourage these students to appreciate and value ethnic and racial diversity without seeming to denigrate the "American way of life"?
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Not every teacher and administrator in Jerome's school appreciates the direction he is taking toward a global perspective. How can he continue to broaden his students' perspectives in the face of criticism from his colleagues?
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