TOWARD A GLOBAL CURRICULUM AND CLASSROOM - CONTRASTING COMPARATIVE-HISTORICAL AND WORLD-HISTORICAL STRATEGIES

Over the last decade, calls to ''internationalize'' the discipline and our classrooms have grown steadily. This essay examines the origins a nd status of this movement, responses to long-standing ''globalization '' appeals, and the pedagogical implications of current approaches to ''globalization.'' I argue that the greater use of comparative, interd isciplinary, or even international materials will fail to overcome the parochialism deeply rooted in the discipline. An alternative path for ward is developed through a contrast between comparative- and world-hi storical perspectives, with concrete illustrations drawn from a variet y of textbooks and courses.