At GlobalEdCon this year, there were indeed presenters with a different vision, and many of those were not from the West. If you missed it, I encourage you to scan the sessions with the following questions about the global education movement as a whole: How many of those contributing to “global education” are sponsoring projects that allow indigenous rainforest societies to help Americans deal with their growing obesity or diabetes epidemics? How many are inviting African populations to challenge Western standards of geography and culture by compelling us to acknowledge the expansiveness of “their many voices,” rather than merely learn the borders and boundaries that the West imposed on them in another fit of global education?
Learning experiences like these are in the minority for most children engaging in global education, and as a result, I believe we risk re-establishing, at least conceptually, a form of digital neo-imperialism in the minds of a generation. All I’m suggesting is that those of us involved in this movement need to take a good hard look at what we’re doing for our students, while there is still time to learn from all the students in our global classrooms.